ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Thinking Mindset to Enhance Education 4.0 Competitiveness in Malaysia
Author: Noh, Suhaila Che
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Creative Thinking,Problem Solving,Design,Innovation,Cognitive Structures,21st Century Skills

Education 4.0 will be the next aspect of the curriculum since programming has been taught from the primary school level. Training 4.0 requires teachers to equip students with not only the knowledge and information but also encourage students to be able to process information, develop creative thinking, and acquire problem-solving skills. However, the competency of teachers to encourage creative thinking and problem-solving skills is still questionable. The purpose of this concept paper is to provide an understanding of the conceptual framework for enhancing the teachers' competency to enhance creativity and innovation in fulfilling the desire of education 4.0. Design thinking is an innovative method that places people right at the center of problem solving. It discusses the variables that may affect the quality of teachers in education 4.0 and presents a literature review of approaches that can contribute to the creation of effective teaching methods to develop successful students and satisfy the demands of the workforce for industrial revolution 4.0. It is found that teachers need to be competent to build students' skills in meeting a competitive and innovative workforce in the wake of the industrial revolution 4.0. There are seven dimensions in the design thinking mindset that teachers need to understand to meet the 4.0 education requirements.
Development of Higher Order Thinking Skill Assessment Instruments in Learning Indonesian History
Author: Setiawan, Johan
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Thinking Skills,Test Construction,High School Students,Multiple Choice Tests,Test Validity,Test Reliability,Test Items,Difficulty Level,Cognitive Tests

This study aimed to: (1) produce higher order thinking skill (HOTS) assessment instruments in learning Indonesian history; (2) know the validity of HOTS assessment instruments in learning Indonesian history; and (3) find out the characteristics of HOTS questions in learning Indonesian history. This study employed the research and development method of the Borg and Gall model. The HOTS test item was conducted on 36 students in class XI of 2 Ngaglik State Senior High School. Data analysis includes tests of validity, reliability, level of difficulty, distinguishing features and deception index. The study found: (1) the HOTS assessment instrument of multiple-choice questions consisted of 25 items; (2) the results of the HOTS question validation by two Indonesian history learning assessment experts on the material, construction and language aspects were valid and appropriate. The results of the validation by three Indonesian history teachers also stated that the assessment instruments were valid and appropriate; and (3) the characteristics of HOTS questions had fulfilled the validity criteria of 23 questions, reliability with a coefficient of 0.97 (very strong), the average difficulty level is 0.33 (moderate), the average differentiation test is 0.42 (good), and the average deception index is 0.56 (good).
Investigating Communicative Barriers on Construction Industry Productivity in Malaysia: An Overview
Author: Ne'Matullah, Khairul Firdaus
Date: 2021-06-00
Type: Journal Articles
Subjects: Communication Problems,Barriers,Productivity,Construction Industry,Foreign Workers,Asians,Recruitment,Cultural Differences,Intercultural Communication,English for Special Purposes,Second Language Learning,Risk,Occupational Safety and Health,Foreign Countries

The evolution of technology has changed the way how humans communicate in the current time. With the advancement of technology, instructions and messages could be delivered in a split second. Even though life is made easy with technology, some information and details should be delivered face-to-face in order to avoid communication breakdown. This study was carried out to determine the language needs by foreign workers working at construction sectors in Malaysia. The study created an overview on how communication affects productivity in completing tasks on time. The results from this study led to a development of language modules for foreign workers training. An online survey was carried out through social media on construction site supervisors around Malaysia in getting their feedback related to the origin of their co-workers and the importance of English language as medium of instruction for task fulfilment. Results indicated that language barriers had affected productivity in the sector of construction in Malaysia. Besides, results also noted that cross-cultural differences had put foreign workers at risk and caused wastage to time and manpower.
Gamification in E-Learning: The Mitigation Role in Technostress
Author: Fajri, Faridiah Aghadiati
Date: 2021-06-00
Type: Journal Articles
Subjects: Game Based Learning,Electronic Learning,Stress Variables,Stress Management,Technology Uses in Education,College Students

The digital world demands graduates who are accustomed to deal with technology. Blended learning is one of the strategies by combining online media with face-to-face classes. It cannot be denied that students who interact with technology experience stress and tension. This condition have an impact on the learning process so that a way out is needed to bring it down. Gamification is a gaming technique that is applied to non-game applications to increase pleasure when interacting with these applications. This feature has been implemented in business applications, social media, ecommerce, and e-learning. However, the impact of playfulness in mitigating technostress has not been studied. This research examined the role of feedback mechanism and presentation mechanism in giving pleasure in LMS. Furthermore, this playfulness is expected to reduce the stress experienced by users. The research was conducted using a quasi-experimental method by giving participants time to follow the course with the gamification feature. The results showed that the gamification mechanism is able to provide pleasure which in turn will reduce the user's stress level. Based on the user-perceived of playfulness, gamification can reduce stress levels so it will reduce user resistance and increase the effectiveness of technology implementation.
Heat and Temperature Metacognition Awareness Inventory: A Confirmatory Factor Analysis
Author: Sukarelawan, Moh. Irma
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Metacognition,Heat,Climate,Measures (Individuals),Likert Scales,Problem Solving,Factor Analysis,Factor Structure,Test Reliability,Test Validity

This cross-sectional study aimed to validate students' metacognition awareness inventory in Heat and Temperature material. A total of 167 public senior high school students in Yogyakarta, Indonesia were selected through convenience sampling technique. The heat and temperature metacognition awareness inventory (HeTMAI) inventory consists of six factors, namely: (1) Knowledge of cognition; (2) Planning; (3) Monitoring; (4) Evaluation; (5) Debugging; and (6) Information management. HeTMAI used a 5-point Likert scale. The data was analyzed using the confirmatory factor analysis (CFA) method through the Maximum Likelihood approach. All statistics were found to meet acceptance values. The four GOF indices (X[superscript 2]/df=2.36, CFI=0.97, TLI=0.97, and SRMR=0.06) have supported the fit of the six-factor HeTMAI model. Standardized factor loading (SFL), construct reliability (CR), average variance extracted (AVE) and discriminant values provide evidence that HeTMAI has sufficient convergent and discriminant validity. Cronbach's alpha value of 0.96 indicated HeTMAI has very adequate evidence of reliability.
Happiness of University Students in New Normal Malaysia: The Role of Mattering, Optimism, and Social Support
Author: Foo, ZeWai
Date: 2021-06-00
Type: Journal Articles
Subjects: Psychological Patterns,College Students,Positive Attitudes,Young Adults,Well Being,Life Satisfaction,Interpersonal Relationship,Social Support Groups,Predictor Variables,COVID-19,Pandemics,Measures (Individuals),Foreign Countries

Studies among students in higher education have established the sense of altering as one of the predictors of subjective well-being, which represents happiness. However, the transition from the quarantined period to the new normal lifestyle amidst the pandemic in Malaysia might have altered the way mattering predicts happiness. Some studies have reported that students tend to feel less socially supported during online studies, and not every one of them showed high optimism or the belief that a better situation will come soon. We hypothesized that in the new normal, the association between mattering and happiness is fully mediated by perceived social support and optimism. In order to test the hypothesis, 400 university students between 18 to 30 years of age were recruited to respond to the Satisfaction with Life Scale, Revised life orientation test, mattering to others questionnaire, and multidimensional scale of perceived social support. Analyses with Bootstrap method with 5,000 sampling and 95% confidence interval using PROCESS Macro Model 4 yielded results, which suggested that mattering is still a robust predictor of happiness and that both perceived social support and optimism only partially mediated the association. Limitations and suggestions for future studies are discussed.
Fourth Industrial Revolution and Digital Competences of Teachers
Author: Kožuh, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Teacher Competencies,Technological Literacy,Technology Uses in Education,Science Teachers,Educational Technology,Teacher Attitudes,Student Evaluation,Teacher Education,Information Storage,Online Searching,Teaching Experience

The new era of the 4IR requires changes in teachers' initial education and in their professional advancement. Serbia is a developing country whose institutions of education are technologically underdeveloped and whose expansion in the field of digitalization is still insufficient to be on par with the developed western countries. The authors' research goal was to determine whether potential improvement in teachers' digital competences has occurred. The general hypothesis postulated implied a low level of the use of digital tools in schools on the territory of Serbia. The descriptive method and scaling technique were used. The research results show that science and technology teachers apply digital tools while teaching more frequently than the teachers of social sciences and humanities. The research implies that a strategic approach to Serbian teachers' digital education is necessary even during their undergraduate studies by introducing digital technology courses and subjects in the conventional academic curricula.
Comparing the Psychometric Characteristics of Speeded and Standard C-Tests
Author: Fadaeipour, Anita
Date: 2017-03-00
Type: Journal Articles
Subjects: Psychometrics,Language Tests,Second Language Learning,Language Proficiency,Cloze Procedure,Timed Tests,Standardized Tests,Reading Comprehension,Foreign Countries,Undergraduate Students,Reading Tests,Predictor Variables,Test Validity,Test Reliability,Factor Analysis

The C-test as a measure of first and second language proficiency suffers from ceiling effect. That is, the C-test is very easy for native speakers and for advanced second language learners and many examinees obtain full scores. Therefore, the test cannot distinguish among advanced learners or native speakers. Speeded C-test is suggested as a remedy for this problem. Previous research has showed that if C-test is administrated under time constraint it can better differentiate among advanced learners and native speakers. In this study we aimed to compare the psychometric characteristics of speeded and standard C-tests and investigate their relationship with reading comprehension. One-hundred Iranian undergraduate English students were selected to take part in this research. A standard (power) C-test, a speeded C-test, and a reading comprehension test were given to the students. Findings revealed that both speeded C-test and standard C-test could measure reading comprehension ability but standard C-test is a better predictor of reading comprehension ability and enjoys a higher reliability. Exploratory factor analysis of the data resulted in a one-factor solution. All C-test passages (speeded and power) and reading comprehension passages loaded heavily on a single factor. Nevertheless, power C-test passages had higher loadings compared to speeded passages.
How Do Digital Games Utilization Levels Predict a Teacher&apos;s Digital Material Development Self-Efficacy?
Author: Akkaya, Sümeyra
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Games,Game Based Learning,Web 2.0 Technologies,Material Development,Self Efficacy,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Predictor Variables,Teaching Experience,Gender Differences,Inservice Teacher Education,Distance Education,Handheld Devices,Pandemics,COVID-19,Foreign Countries

This study is a correlation research that aims to reveal whether digital material game usage sub-dimensions, gender, school level, in-service training for education in the digital environment, digital game playing status, devices and remote education variables, are significant predictors of digital material development self-efficacy level sub-dimensions. The study group consisted of 330 teachers. The study group consists of voluntary teachers from all education levels who provide remote education during the pandemic in Malatya city in the 2020-2021 academic year. This study found that there is a negative relationship between teachers' seniority and Web 2.0 development self-efficacy; a positive significant relationship between attitudes to use digital games in the class and Web 2.0 development skills; higher design self-efficacy perception in teachers with in-service training compared to those who did not have in-service training; higher design self-efficacy for teachers with high attitude towards using digital games in class; and negative attitudes towards digital games increased as the negative perspective towards digital material development self-efficacy increased. Experimental and qualitative studies regarding digital game-based digital teaching material efficiency can be recommended.
Preparing Future Teachers to Use Digital Educational Resources in Primary School
Author: Aidarbekova, Kulzhan A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Elementary School Teachers,Preservice Teacher Education,Teaching Methods,Web Based Instruction,Preservice Teachers,Internet,Distance Education,Blended Learning,Barriers

The use of digital educational resources is based on ensuring that control measures are fixed and that the educational process as a whole is more transparent. The purpose of this article is to research the use of digital educational resources in primary school. The methodological basis of the study is determined by the possibility of using the design method. The novelty of the study is determined by the fact that the digital educational environment is understood primarily as the function of knowledge transfer and the desire to combine conventional teaching methods with innovative principles. It was concluded that the digital environment should be designed and taught to future teachers not only as an applied subject but also as an infrastructural component. By comparing the experimental and control groups, the authors empirically confirmed that pedagogical influence using web-based technologies is more effective than previously used ones.
Does TOEIC as a University Exit Test Ensure Higher Employability in Taiwan?
Author: Pan, Yi-Ching
Date: 2017-03-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Exit Examinations,Graduation Requirements,Standardized Tests,Content Validity,Employment Potential,Employer Attitudes,Recruitment,Student Attitudes,College Seniors,Alumni,Stakeholders,Test Preparation,Scores,Communicative Competence (Languages),Foreign Countries

With the goal of enhancing the competitiveness of students in the workplace, nearly two-thirds of technical universities in Taiwan have adopted a variety of standardized English proficiency tests as exit requirements, including the widespread use of TOEIC. However, employers still name &quot;insufficient English proficiency&quot; as one of the primary employability gaps to be bridged by graduates (104 Job Bank, 2008, 2009). This study examines whether the use of TOEIC as an exit requirement for 4-year universities in Taiwan can be justified as ensuring higher rates of employability. It explores whether (1) preparing for TOEIC can enhance the level of student English proficiency necessary for the workplace, (2) TOEIC scores are positively related to job recruitment, and (3) the use of TOEIC as an exit requirement encourages courses to prepare students for both the test and the needs of the workplace. The official TOEIC test scores of 555 technical university students and questionnaire responses from 116 employed alumni, 100 employers, and 399 technical university students were analyzed. The findings indicate that the test use consequences could be interpreted both positively and negatively. The students were able to reach the cutoff scores, with mean scores of around 150 points higher, and demonstrated the ability to perform the English skills required for the workplace according to employed alumni and employers. Hence, the standardized exit scores were positively related to job recruitment. On the other hand, the exit requirement cutoff scores may not motivate high proficiency students, who are not sufficiently challenged. In addition, the material instructed in class focuses on test preparation and four-skills' practice, without adequately engaging the students in activities to help them acquire skills such as oral communication that are often used at work.
The Impact of Project Based-CLIL on Students&apos; English Proficiency
Author: Yufrizal, Hery
Date: 2021-02-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Content and Language Integrated Learning,Second Language Learning,Language of Instruction,English (Second Language),Mathematics Education,Science Education,Language Proficiency,Cooperative Learning,Instructional Effectiveness,Student Attitudes,College Students,Foreign Countries

The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions. The design proposed was based on the principle of language integrated learning (CLIL). Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application. While the qualitative data were obtained from the output of language produced by students during the learning process took place The results showed that CLIL English language course at higher education institutions in Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students' responses to all activities.
Learning Adaptation during the COVID-19 Pandemic in Muhammadiyah Inclusion Schools
Author: Lestari, Sri
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Inclusion,Students with Disabilities,Student Needs,School Closing,Distance Education,Elementary Schools,Secondary Schools,Educational Technology,Technology Uses in Education,Online Courses,Parent Teacher Cooperation,Student Participation,School Community Relationship,Accessibility (for Disabled),Barriers

The Muhammadiyah organization has inclusive schools that need to adapt during the coronavirus disease 2019 (COVID-19) pandemic. This study aimed to analyze the adaptation strategies carried out by two Muhammadiyah inclusion schools in Surabaya, Indonesia, &quot;Sekolah Peduli Anak Hebat&quot; (SPAH) and the &quot;Sekolah Kreatif&quot; Surabaya. This study used a qualitative descriptive approach with a phenomenology method to see the particular context of the two inclusion schools' learning situation during the COVID-19 pandemic. The data were collected using interviews and observations. Two coordinators for students with disabilities and five teachers were interviewed about policies and learning processes during the pandemic. The observation was done during the learning process. The secondary data was also collected by searching in their social media and e-learning platforms. The data analysis showed that the adaptation strategies were to coordinate and regularly collaborate between parent-teachers-students, build community cooperation, and make flexible and accessible learning policies. It proved that the two Muhammadiyah inclusion schools in Surabaya had adapted to online learning during the pandemic COVID-19. However, the two schools still need to improve quality, especially in creating an accessible asynchronous learning platform for students with disabilities.
Implementation of Performance Assessment in STEM-Based Science Learning to Improve Students&apos; Habits of Mind
Author: Yakob, M.
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,High School Students,STEM Education,Thinking Skills,Student Improvement,Grade 11,Instructional Effectiveness,Science Instruction,Self Management,Critical Thinking,Creative Thinking

This study described the implementation of STEM-based science learning and performance assessment to the improvement of students' thinking skills in Aceh, Indonesia. The purposive sampling technique was employed in this descriptive research. The respondents were 300 students at grade 11th academic year 2019/2020, representing five public high schools in Aceh, Indonesia. The instruments used to measure the effectiveness of the implementation of STEM-based science learning were the rubric of habits of mind, observation sheets of performance assessments, and questionnaires. The finding presented the implementation of STEM-based science learning was able to habituate and develop students' habits of mind with an average score of 0.71 which included into high category. The average value of the overall STEM-based science learning implementation for the formation of habits of mind is 95.98% which categorized as good. It can be concluded that there is the success of researchers in implementing STEM-based science learning to form students' habits of mind.