ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Instruments to Measure Physics Problem Solving Ability and Nationalism of High School Student
Author: Naqiyah, Mardhiyyatin
Date: 2020-10-00
Type: Journal Articles
Subjects: Nationalism,High School Students,Physics,Science Instruction,Problem Solving,Test Construction,Essays,Science Tests,Specialists,Test Validity,Test Reliability,Models,Essay Tests,Content Validity,Foreign Countries

This research that aimed to (1) produce instruments that were feasible to measure the ability to solve physics problems and nationalism, and (2) determine the quality of instruments that have been developed. This research was conducted through four stages, namely the design, preparation of tests, test trials, and preparation of valid instruments. The instruments developed are physics problem solving ability test instrument consists of 10 number essay questions and nationalism questionnaire consists of 35 items arranged in the form of a Likert scale. This research used qualitative and quantitative analysis provided by eight validators (experts, physics teachers, and peer reviewers), and empirical validation analysis. The content validation showed that the instruments developed were in the valid category with a validity value of 1.00 for each item in the two instruments developed. Empirical validation involved 250 high school students who were randomly selected. It was found that: (1) instruments developed in accordance with Partial Credit Model (PCM) in which all items developed were in the range of 0.77 to 1.33, (2) the instrument reliability was in the good category with in the range of 0.72 to 0.98 for both instruments, (3) the level of difficulty of problem solving ability instrument has good criteria in the range of -0.88 to 1.81e.
Cultural Diversity and Its Influence on English Teaching and Learning in an EFL Context
Author: Jawas, Umiati
Date: 2020-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,College Students,College Faculty,Language Teachers,Learning Experience,Native Speakers,Cultural Pluralism,Foreign Countries,Case Studies,Correlation,Learning Processes,Teaching Methods,Teacher Attitudes,Student Attitudes,Pragmatics,Instructional Materials

The main concept of foreign language education is that communication is a social interaction rather than a linguistic exchange. Despite a strong interconnectedness between language and culture in foreign language learning, learning of culture has not been integrated into the curricular goals. Designed in a descriptive case study, this study was conducted to discover the influence of cultural diversity on English teaching and learning process in an EFL class. The main research question was how the cultural diversity existing in the class was influencing the lecturer and students in their teaching and learning English. Data were collected through interview and questionnaire. Interview data were compiled from an English native speaker lecturer of a university class where the students came from different cities in Indonesia. Then, questionnaire was distributed to the students to know their cultural experiences in learning English and their perception of the role of cultural knowledge and understanding in their English language learning. The findings show that both the lecturer's and students' native culture do interfere with teaching and learning process. The implication of the findings underlines the importance to provide the opportunities for non-native English students to use the target language in its pragmatic functions through the selection of learning materials and classroom activities that can enhance their cultural knowledge and awareness.
Development of Problem-Solving-Based Knowledge Assessment Instrument in Electrochemistry
Author: Rudibyani, Ratu Betta
Date: 2020-10-00
Type: Journal Articles
Subjects: Science Tests,Student Evaluation,Test Construction,Problem Solving,Chemistry,Construct Validity,Content Validity,High School Students,Foreign Countries,Test Reliability,Readability,Essay Tests,Multiple Choice Tests

The development of knowledge assessment instrument based on problem solving in the electrochemistry. This research aimed to find out the characteristics, teacher responses, and student responses to the problem-based knowledge assessment instrument on the electrochemistry material. The research method used is research and development which consists of four stages namely, research and collection information, product development, field trial, and product revision (Bord &amp; Gall, 2013). This research began by conducting a needs analysis consisting of literature and field studies, product development, initial field trials, and revisions to the trial results. The research instruments are the interview guide of needs analysis, expert validation instruments, and teacher and student response questionnaires. The assessment developed was specifically designed to measure problem-solving skills in students. The research findings indicate that this assessment instrument can be used as a reference for teachers to conduct evaluations at the end of learning. The validity refers to the extent that the instrument measures what it was designed to measure. Content validity measures the extent to which the items that comprise the scale accurately represent or measure the information that is being assessed. Construct validity measures what the calculated scores mean and if they can be generalized. Construct validity uses statistical analyses, such as correlations, to verify the relevance of the questions.
Development of Required Knowledge and Skills among Students through Applied Learning Modules
Author: Tamrongkunanan, Tanapon
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Modules,Vocational Education,Student Needs,Electronics,Instructional Design,Instructional Effectiveness,Undergraduate Students

The purpose of this study is to design a set of learning modules for developing the knowledge and skills of 34 students. The set includes 3 modules: Module 1: Monitoring; Module 2: Circuit Design; and Module 3: Transformer Development. The Four-D model is employed, and the study results are divided into 2 parts: 1. an evaluation of the effectiveness of the learning modules and 2. a comparison of pre- and post-test learning achievements after application of the learning modules. The modules are assessed based on standard criteria: the 80/80 rule, a t-test, and the results reveal that the post-test scores are higher than the pre-test scores, indicating that students taught using the model achieved better learning outcomes with a statistical significance of 0.05. In conclusion, the proposed modules allow students to develop knowledge of basic electrical and electronic circuits and develop skills in this discipline.
Effects of Multimedia Instructional Message on Motivation and Academic Performance of Elementary School Students in Croatia
Author: Lauc, Tomislava
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Multimedia Materials,Learning Motivation,Academic Achievement,Elementary School Students,Instructional Design,Learning Activities,Educational Games,Outcomes of Education,Experimental Groups,Control Groups

The study examined motivation and learning outcomes of the use of multimedia instructional message during the introductory part of 18 lessons of school subject Nature and Society in 4th grade. Learning outcomes were measured by immediate knowledge tests and global exams. The multimedia model was developed containing activities used either through multimedia presentations, or in a traditional manner, such as using printed text and picture. Multimedia presentations, created according to the multimedia learning principles, represented multimedia instructional and motivational messages. They consisted of six groups of activities: association games, videos, interactive stories, interactive maps, visual stimuli, and crossword puzzles and quizzes. Field quasi-experiment was conducted with the experimental group exposed to instructional and motivational message on computer, and the control groups exposed to the message by traditional teaching aids. The participants were 170 pupils from four Croatian schools. The experimental group consisted of 97 and the control group of 73 students. Using multimedia instructional messages gave better learning outcomes, measured by immediate knowledge tests, while the effect was partially visible in the more global exams. The experimental group rated the activities more fun, interesting and instructional than the control group. The higher motivation was positively correlated to better learning outcomes.
EFL Students&apos; Improvement through the Reflective YouTube Video Project
Author: Sari, Angela Bayu Pertama
Date: 2020-10-00
Type: Journal Articles
Subjects: Student Improvement,Second Language Learning,Second Language Instruction,English (Second Language),Video Technology,Creativity,Stress Management,Higher Education,College Students,Reflection,Student Behavior,Student Attitudes,Teamwork,Technological Literacy,Content Analysis,Learning Processes,Self Concept,Competence,Goal Orientation,Foreign Countries

YouTube's contribution to EFL learning has made it an enticing learning media for students in this millennial era. YouTube created engaging atmosphere for learning English. Because of this, this study was carried out with two objectives in mind. The first objective was to reveal how factors in higher education affected the YouTube video project. The second objective was to provide evidence showing students' self-improvement in EFL learning via the YouTube video project. The data collected in this study was obtained from seventy-nine non-English speaking students in higher education. Data was collected via reflections written by the participating students. The content of these reflections was then synthesized and subsequently analysed. The analysis indicated that six factors influenced the reflection process of YouTube video project. These were as follows: behaviour, competencies, beliefs, environment, identity and mission. Additionally, the study indicated improvements in other areas such as the development of team work skills, ability to manage stress, technological ability and creativity. Especially in delivering information and enriching knowledge either the knowledge that was related to English learning or other types of knowledge in broader scope. Surprisingly, the study indicated that students' English language skills were not significantly increased compared to the result of the self-quality improvements.
Exploring Children&apos;s Career Interests and Knowledge Based on Holland&apos;s Theory
Author: Ayriza, Yulia
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Primary Education,Vocational Interests,Knowledge Level,Preferences,Occupations

This research aims to explore children's career interests and knowledge based on Holland's Theory, and to test the fit of the model of lower-grade primary school students' career knowledge using the same theory. The research sample was 576 lower-grade primary school students in Daerah Istimewa Yogyakarta. Quantitative descriptive technique was employed to describe children's career interests and knowledge, while Confirmatory Factor Analysis was used to test the model fit of the data. The results show that the social dimension of Holland's theory becomes the students' highest orientation in career interests and knowledge. The five careers most preferred by the children are teacher, principal, doctor, singer, and police officer while the five careers least preferred by the children are administration employee, salesperson, counselor, sculptor, and model. Moreover, the careers whose knowledge is mostly learnt by the students are teacher, principal, driver, police, and doctor. On the other hand, the five careers whose knowledge is the least learnt by the students are administration employee, counselor, salesperson, sculptor and agriculture engineer. Finally, the research reveals that the career knowledge of the children fits to Holland's concept. It implied that Holland's theory is suitable used for improving children's career interests and knowledge in guidance and counseling program.
Positive Anxiety and Its Role in Motivation and Achievements among University Students
Author: Majali, Salwa Al
Date: 2020-10-00
Type: Journal Articles
Subjects: Anxiety,Student Motivation,Academic Achievement,College Students,Learning Motivation,Measures (Individuals),Likert Scales,Foreign Countries

Recently, psychologists and educators have been interested in the study of anxiety, motivation and achievements. The modern approach to the phenomenon of anxiety is based on the fact that anxiety should not be regarded as an initially negative personality trait; it is a signal of inadequacy of subject's activity in relation to the situation. Each person is characterized by the optimal level of anxiety, the so-called positive anxiety, which is a necessary condition for the development of personality, and there is a set of anxiety situations -- depending on the experience and personal resources. The relevance of the research topic is explained by the constant updating of the content of education. The latter often leads to meager understanding by students of their future profession and influences the formation of students' self-regulation techniques, necessary for a favorable independent learning and active life position. The purpose of this study is to determine the effect of anxiety on motivation and performance. The results of the study showed that 49% of high-performing students have a medium level of anxiety, and 41% are highly anxious. High rates of internal and external motivation are among respondents with an average value of situational anxiety. Significantly lower motivation is in students with a high level of trait anxiety. A high level of anxiety contributes to a high level of academic achievement, but at the same time reduces the motivation for learning. A low level of anxiety leads to a decrease in academic performance, but the level of motivation is quite high. Therefore, the results of the study can be useful for teachers, university management, as well as for those who are responsible for the preparation and conduct of examination sessions.
Teacher Educators&apos; Perspectives and Experiences towards Differentiated Instruction
Author: Ginja, Tamirat Gibon
Date: 2020-10-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Teaching Experience,Individualized Instruction,Foreign Countries,Instructional Effectiveness,Barriers,Motivation,Teacher Student Relationship

This study was conducted to investigate teacher educators' perspectives and their experiences toward differentiated instruction employing an explanatory sequential mixed research design. By administering a random sampling and purposive sampling technique, 67 teacher educators from three higher institutions. Data were collected using a questionnaire and interview. The results indicated that teacher educators recognised the differentiated instruction approach as essential to use in a diverse classroom. Increased motivation, improved relationship between learners and teacher educators, and narrowed achievement gap of learners were some reported attainments. On the other hand, the limited number of trained teacher educators, miss-conception of differentiated instruction, the large size of the class, limited access to professional development training, and shortage of facilities were identified as hindering factors. Finally, the provision of adequate practical courses in teacher training programs, conducting awareness through various academic events, and fulfilling required facilities and educational inputs were recommended.
The Effect of Religiosity on Organizational Citizenship Behaviour with Gender, Age, and Working Period as Moderators Variable
Author: Dami, Zummy Anselmus
Date: 2020-10-00
Type: Journal Articles
Subjects: Religious Factors,Organizational Climate,Organizational Culture,Behavior,Foreign Countries,Predictor Variables,Gender Differences,Individual Differences,Religion,Multiple Regression Analysis,College Faculty,School Personnel

The research aimed to investigate the influence of religiosity on organizational citizenship behaviour (OCB) with gender, age and working period as moderation variables. This research is a quantitative study using simple linear regression analysis techniques and interaction tests or often called Moderated Regression Analysis (MRA). Respondents in this study were lecturers and educational personnel of Institut Injil Indonesia with a total of 78 people, and the sample of 57 people, consisted of 21 lecturers and 37 education personnel. The sampling techniques used in this study were purposive sampling. Data from this study were collected using two scales, including the scale of organizational citizenship behaviour (OCB) of Podsakoff. Religiosity scale developed from the Bible, specifically from Philippians 1:9-11. The results showed: (1). There is a positive and significant effect of religiosity on organizational citizenship behaviour; (2). The Variables (gender), (age), and (working period) did not moderate the effect of religiosity on organizational citizenship behaviour.
Development of Multi-Representation Based Electronic Book on Inter Molecular Forces (IMFs) Concept for Prospective Chemistry Teachers
Author: Rasmawan, Rahmat
Date: 2020-10-00
Type: Journal Articles
Subjects: Textbook Preparation,Multimedia Materials,Electronic Publishing,Molecular Structure,Chemistry,Preservice Teachers,Science Teachers,Content Validity,Readability,Design

The purpose of this research was to develop a multi-representation based e-book on the concept of intermolecular forces that is valid and feasible for use. The form of research used was Research and Development (R&amp;D), which refers to the ADDIE development model consisting of five stages, namely analysis, design, development, implementation and evaluation. Data collection tools at the analysis stage were broken down to interview guidelines and observation sheets. At the development stage, the data collection tools used were content validation sheets (Content Validity) and views (Face Validity). At the implementation stage, the data collection tool utilized was an test of understanding on the concept of intermolecular forces. The results of content validation indicated that the developed e-book was valid. The face validity results showed that the correspondents were in agreement that the e-book had writing style and fonts that were easy to read, material explanations and videos that were easy to understand and images that were corresponding to the contents of the material. Overall, the ebook was found to be easily utilised and the material related to daily life. The ebook obtained learning outcomes that were to be highly mastered by the students.
Effect of Social and Emotional Learning Approach on Students&apos; Social-Emotional Competence
Author: Ahmed, Ibrahim
Date: 2020-10-00
Type: Journal Articles
Subjects: Social Emotional Learning,Teaching Methods,Comparative Analysis,Pretests Posttests,Outcomes of Education,Student Attitudes,Interpersonal Competence,Learning Processes,Secondary School Students,Emotional Adjustment,Foreign Countries

The purpose of this study is to examine the effect of social and emotional learning approach on student social-emotional competence. A quasi-experimental pre-test post-test non-equivalent design conducted with 207 Junior Secondary School students enrolled in form 3. The students divided into two groups: an experimental and a control group. The experimental group was taught through social-emotional learning approach, while the control group taught via traditional teaching approach. The development of social-emotional competence measured through a questionnaire at the beginning and the end of the classes. The results obtained from the analysis of covariance revealed that students in social and emotional learning approach classroom had positively demonstrated significant social-emotional competence compared to students in the traditional teaching approach group. Therefore, the utilized (social and emotional learning- RULER) has provided substantial procedures on how students can integrate and apply RULER's strategies in enhancing their social emotional competence. The implication for introducing social and emotional learning approach into teaching and learning was discussed.
Power Point Game, Motivation, Achievement: The Impact and Students&apos; Perception
Author: Budasi, I. Gede
Date: 2020-10-00
Type: Journal Articles
Subjects: Computer Software,Student Motivation,Academic Achievement,Student Attitudes,Second Language Learning,English (Second Language),Educational Games,Computer Uses in Education,Elementary School Students,Grade 4,Foreign Countries,Instructional Effectiveness

The purpose of this study was to investigate whether there was a significant effect of Power Point game on young learners' learning motivation and English achievement involving learners' perception of it. Based on the characteristics of quantitative research methods, the post-test only control group quasi-experimental design was used to test the effect of the Power Point game and young learners' perception of it. Cluster random sampling was preferred and 84 students participated in this study involving 44 students as the control group and 40 students as the experimental one. Questionnaires and post-test items were used as data collection instruments. To analyze the data obtained from the instruments, ANOVA and MANOVA assisted by SPSS. The findings showed that (1) the students taught by the Power Point game achieved better learning motivation than those taught by visualization through pictures, (2) the students taught by the Power Point game obtained better English achievement than those taught by visualization through pictures, and (3) there was a simultaneous effect of Power Point game on students' learning motivation and English achievement. Thus, these findings also generated students' very good perception of the usage of Power Point Game.
The New Generation Self-Directed Teaching Materials of Natural Science in Elementary Schools Validity Tests
Author: Budiastra, A. A. Ketut
Date: 2020-10-00
Type: Journal Articles
Subjects: Correlation,Content Validity,Instructional Materials,Science Instruction,Independent Study,Group Discussion,Elementary School Students,Universities,Material Development,Teaching Methods,Reliability,Inquiry,Foreign Countries

The new generation of natural science teaching material in elementary school is the teaching material that utilizes inquiry-based learning in most parts of the tutorial and the provided material. The updating of teaching materials is an activity that must be carried out by the Universitas Terbuka to assure that the quality is following the development of science and knowledge. The study aims to test content, construct, and face validation along with the reliability by the experts upon the new generation self-directed natural science teaching materials in elementary schools following the scientific process. The validation process was conducted through Focus Group Discussion (FGD) in June 2019, which involved the interaction with the experts on teaching material, device, and media development. The instruments of teaching material validity are reviewed based on the content, construct, and face validity by employing Aiken's formula analysis for Content Validity Coefficient (CVC). Moreover, the instrument reliability is by using a One-way ANOVA analysis and Cronbach Alpha formula for Intraclass Correlation Coefficients (ICC). The results of validity assessment in average are CVC [greater than or equal to] 0.8 categorized as high validity and 0.4 &lt; CVC &lt; 0.8 classified as medium validity. The level of agreement reliability between experts generates the significance of p-value &gt; 0.05. Hence there are no significant differences in the assessment of the experts. The level of the experts' reliability is on average of ICC [greater than or equal to] 0.8, which is categorized as good.