ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Students&apos; Understanding of Percentage: The Role of Spatial Representation
Author: Putrawangsa, Susilahudin
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Intervention,Elementary School Students,Grade 4,Spatial Ability,Visual Aids,Instructional Design,Problem Solving,Laptop Computers,Relevance (Education)

The main goal of the current study is to develop intervention of learning to promote students' understanding of percentage. The design of the interventions employed the spatial representation of percentage in the form of a bar model and was designed based on the pedagogical concepts of Realistic Mathematics Education (RME). The participants were taken from year-four primary students (around 10 to 11 years old). The data were collected from classroom observation during the implementation of the interventions. The findings show that the design of the learning interventions supports the students in developing their understanding of several fundamental ideas of percentage. The students could make sense of the proportional relationship underlying percentage in applying counting strategies involving proportional relationship, such as doubling, halving, multiplying, and dividing. They could add or subtract two percentages and treat a percentage as an operator. The spatial representation of percentage in the form of a bar plays a critical role during learning. First, the bar helps the students in visualizing the proportional relationship underlying the two magnitudes of percentage. Second, the bar aids the student in noticing the part-whole relationship underlying the percentage. Third, the bar model triggers students to perform flexible counting or computation strategies. Fourth, the bar helps the student to perform a mental computation. Fifth, the bar facilitates the students in keeping track of their computation process. Sixth, the bar model helps students to switch their thinking easily and mentally between the two magnitudes. Seventh, the bar triggers the students in estimating their counting.
Early Detection of Mental Health through Universal Screening at Schools
Author: Kim, Jihye
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiracial Persons,Mental Disorders,Screening Tests,At Risk Students,Behavior Problems,Emotional Problems,Academic Achievement,Symptoms (Individual Disorders),Elementary School Students,Grade 3,Grade 4,Grade 5,Hispanic American Students,Minority Group Students,Student Characteristics,Socioeconomic Status,Gender Differences,English Language Learners,Language Proficiency

Depression, anxiety, and stress are common mental health problems among adolescents. Cross-sectional and longitudinal studies have found that students who suffer from mental health problems (e.g., ADHD, anxiety, or depression) tend to manifest school and social problems. It is urgent to identify and intervene early to help children with mental health problems to improve their life outcomes. Unfortunately, research has shown that a significant proportion of children who suffer from behavioral or emotional problems remain unidentified because their symptoms are too mild to be noticed through casual observation by caregivers and teachers. As a result, their symptoms continue to develop gradually and eventually become mental illnesses. When mild to moderate symptoms become a noticeable mental illness, treatment becomes long-term, more invasive, and expensive. Early detection of children who are at risk of behavioral or emotional problems is possible through universal mental health screening in the school setting. The present study focused on the Behavioral and Emotional Screening System (BESS; Kamphaus &amp; Reynolds, 2007) to identify students who were at mild risk of mental health problems and to examine their academic trajectories over four years. The findings suggest that students at mild risk of behavioral and emotional problems showed similar academic performance as other students. As a result, students with mild to moderate symptoms can be easily overlooked if academic performance were relied on as an indicator of mental health risk. The current results lend support for conducting universal behavioral and emotional risk screening at schools. A brief screener, applied universally, appears to be an effective solution for identifying students at mild risk of behavioral and emotional problems and acting early to prevent these problems from worsening.
Development of Instrument Test Computational Thinking Skills IJHS/JHS Based RME Approach
Author: Munawarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Mathematics Tests,Computation,Thinking Skills,Grade 8,Junior High School Students,Foreign Countries,Test Reliability,Test Items,Difficulty Level

The increase in the need for critical and analytical thinking among students to boost their confidence in dealing with complex and difficult problems has led to the development of computational skills. Therefore, this study aims to develop an instrument test for computational thinking (CT) skills in the mathematics-based RME (Realistic Mathematics Education) class of the Grade VIII students of JHS/IJHS. This is a Research and Development research carried out using the Plomp model. Data were collected from 30, 27, 22, and 23 Grade VIII students of JHS Negeri 7 Watampone, JHS Negeri 1 Patampanua Pinrang, IJHS Negeri 1 Makassar, and JHS IT Ulul Al-Baab all in South Sulawesi, Indonesia. The data collected were qualitatively analyzed, and the findings showed that more than 50% of the students gave a positive response. Therefore, the students' responses to the questionnaires met the criteria &quot;achieved&quot; without needing instrument improvement. Furthermore, the reliability level of the RME-based computational capability test instrument for multiplechoice issues tested in 4 schools obtained reliability scores of 0.709 and 0.781, which indicated that the developed questions were reliable. Based on data analysis used to measure computational skills in mathematics, out of the 102 test subjects of the assessment instrument, 2 students (1.96%) have a high level of computational skill-based RME approach. Of the remaining 11 (10.78%), 57 (55.8%), 20 (19.6%), and 12 (11.7%) students are in the good, moderate, poor, and very poor categories.
Adaptation of Xenophobia Scale to Turkish: A Validity and Reliability Study
Author: Gezer, Melehat
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Translation,Stranger Reactions,Test Validity,Test Reliability,Racial Bias,Fear,Foreign Countries,Refugees,Immigrants,Preservice Teachers,Ethnic Diversity,Ethnic Groups

In this research, we aimed to adapt the Xenophobia Scale developed by Olonisakin and Adebayo (2021) into Turkish. We conducted research on two separate study groups comprising 563 teacher candidates. Before starting the adaptation process of the scale, we obtained necessary permissions from the authors, who developed the original form. When developing the translation form, we removed two of the scale items from the instrument because they were not suitable for the Turkish culture. Afterwards, we performed an item analysis and found that the item correlations of two of the items in the scale remained less than the threshold value of 0.030. We removed the two items in question, thereby leaving 20 items in the scale. In the applied EFA and CFA, we obtained a two-dimensional structure that overlaps with the original form of the scale. In the reliability analysis, we determined that the internal consistency coefficients exceeded 0.70 criterion values for both subscales. In conclusion, the results we acquired from psychometric analyses indicate that the Turkish form of the Xenophobia Scale yielded valid and reliable measurements.
Analysing the Effects of Assessment and Evaluation Applications and Exam Formats in Distance Education
Author: Yilmaz, Erdi Okan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Test Format,Distance Education,Higher Education,College Faculty,Preferences,Multiple Choice Tests

This study examines the online assessment-evaluation activities in distance education processes. The effects of different online exam application styles considering the online assessment-evaluation in distance education processes, including all programs of a higher education institution, were documented. The population for online assessment-evaluation activities, exam types, and student achievement scores comprised 3830 courses by 805 academics over the Usak University learning management system and 29511 students. The data were analysed with descriptive statistics and t-tests for comparisons. It was found that academics preferred multiple-choice exam formats more than online assignments or classical (written) ones. Moreover, students' success scores in multiple-choice exams were significantly higher than exams including open-ended questions. It was also found that average exam success was higher when the questions were presented as separate but as a group. The findings were discussed and reported with a literature review.
Design Thinking Model in Early Childhood Education
Author: Yalçin, Vakkas
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Early Childhood Education,Preschool Children,Usability,Models,Case Studies,Preschool Teachers,Private Schools,Creativity,Problem Solving,Cooperative Learning,Empathy,Communication Skills,Interpersonal Competence,Self Esteem,Learning Processes,Foreign Countries

This study aims to investigate the usability of the design thinking model for the education of pre-school children and the effects of the activities performed in line with the design thinking model on children. This research was conducted as a case study of 16 teachers working in a private school. Research data were collected through interviews with teachers and analyzed using the content analysis method. The analysis results demonstrated that the design thinking model could be easily used in the education of pre-school children. The Design Thinking model improves children's creativity, problem-solving, cooperation, communication, curiosity, questioning, and empathy. It allows children to express their ideas freely and supports social, emotional, language, and cognitive developmental domains. Also, the design-oriented learning process appears to actively involve children in the learning process, enable peer learning, and give children self-confidence. On the other hand, while the design thinking model does not seem to be a problem for children aged 4 and 5, children aged 3 have issues in task sharing, being a group, belonging to a group, fulfilling duties and responsibilities.
Learning Design on Surface Area and Volume of Cylinder Using Indonesian Ethno-Mathematics of Traditional Cookie Maker Assisted by GeoGebra
Author: Nursyahidah, Farida
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Mathematics Instruction,Culturally Relevant Education,Geometry,Geometric Concepts,Computer Software,Educational Technology,Concept Formation,Mathematical Logic,Instructional Effectiveness,Grade 9,Food,Equipment

&quot;Kue Putu&quot; is a traditional Indonesian cake that is well-known to the students. Besides, the &quot;Kue Putu&quot; mold is made from cylinder-shaped bamboo culm and possesses the potency for learning geometry in a meaningful way. In addition, Indonesian Realistic Mathematics Education (IRME) is a mathematical learning strategy in which students study using context relevant to learners' life as beginning points. The article examines a mathematics learning design on the area and volume of cylinders using ethnomathematics context carried by traditional cake mold assisted by GeoGebra. This material is designed to help students understand the relationship between surface area and volume by examining the diameter and height of the cylinder. In developing the design, a research method, namely Design research, was applied. Following Design Research from the Gravemeijer model, we tested design research in terms of Hypothetical learning trajectory on area and volume of cylinders in the three phases, namely preliminary design, teaching experiment, and retrospective analysis. The study resulted in the theoretical design and practical instruments based on the method that contributes to instructional theory and supports student learning on the area and volume of the cylinder. Students show excellent reasoning on how increasing cylindrical radius gives a more significant effect than increasing its height. The student also construes the design of the cylinder that provides the most considerable volume by expanding its base or radius.
Developing the Critical Thinking Skill Test for High School Students: A Validity and Reliability Study
Author: Orhan, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Critical Thinking,Thinking Skills,High School Students,Cognitive Tests,Test Validity,Test Reliability,Foreign Countries

This research aimed to develop &quot;Critical Thinking Skill Test for High School Students&quot; to measure critical thinking (CT) skills of high school students. For the CT test prepared based on the sub-skills of inference, evaluating arguments, deduction, recognizing assumptions and interpretation which are deemed to represent CT (Watson and Glaser, 1994), content validity and face validity were achieved with expert opinions and the table of specifications. Following the item difficulty and item discrimination analyses performed to test the construct validity, 34 items were omitted from the test which was finalized with 51 items. While mean item difficulty values of the sub-tests vary between 0.51 and 0.63, mean item discrimination values range from 0.35 to 0.49. The total test has a mean item difficulty value of 0.52 and a mean item discrimination value of 0.42. Decision-making skill was used to test the criterion-related validity of the test. KR20 reliability coefficients calculated for the sub-tests ranged from 0.62 to 0.75. A KR20 reliability coefficient of the total test was 0.87. Moreover, a correlation coefficient of 0.84 was calculated with the split-half method. To test time invariance of the test, the correlation values calculated between the results of the two applications which were performed three months apart ranged from 0.57 to 0.70. The correlation coefficient for the total test is 0.70. Based on the results of validity and reliability studies, it can be said that the CT test will yield valid and reliable results in measuring CT skills of high school students.
Lecturers&apos; Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning
Author: Mudau, Patience Kelebogile
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Electronic Publishing,Portfolios (Background Materials),Alternative Assessment,Open Education,Distance Education,Electronic Learning,Foreign Countries,College Faculty,Technological Literacy

Technological advances and the Coronavirus disease (COVID-19) pandemic have forced higher education institutions to be innovative in delivering education in their countries. E- assessment using e-portfolio illustrates the importance of assessment practices that promote constructivist perception, allowing students to create their own learning as active participants through innovative learning and assessment activities. The purpose of this paper was to explore lecturer's understandings on the functionality of e-portfolio as an alternative assessment in an Open Distance e-Learning (ODeL). For this qualitative study, within an interpretative paradigm, interviews were conducted with four lecturers using thematic approach. The findings revealed that e-portfolio is beneficial for assessment in the ODeL as it allows students the opportunity to self-embrace their learning, e-portfolio enhances student-centeredness through authentic assessment practices. However, e-portfolio is not implemented to its potential due to challenges and constraints experienced by lecturers. Based on the findings, it is recommended that training workshops beneficial for lecturers should be conducted at the beginning of the course/module on how to create their e-portfolios. Furthermore, an e-portfolio assessment framework to be facilitated for the successful implementation of e-portfolio assessment strategy.
Learning Trajectory of Quadrilateral Applying Realistic Mathematics Education: Origami-Based Tasks
Author: Afriansyah, Ekasatya Aldila
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Geometric Concepts,Misconceptions,Middle School Students,Learning Processes,Mathematics Activities,Puzzles,Manipulative Materials,Problem Solving,Student Educational Objectives,Foreign Countries

There are various misconceptions students have when studied quadrilateral which encourages efforts needed to overcome these misconceptions. This study aims at overcoming misconceptions by designing learning trajectories in the topic of Quadrilateral applying the Realistic Mathematics Education (RME). Design research carried out at one of junior schools in Garut was used in this research in which thirty-one grade VII students took the participation. The data were collected by providing activity sheets and student worksheets, interviews, and classroom observations. The findings suggest that the learning trajectory of quadrilateral consist of four activities, i.e., origami shape, finding the properties, sulid (stacking sticks), and origami puzzle. From these activities, students can understand the concept of a quadrilateral smoothly. In general, the learning trajectory of a series of learning games/activities can help students to understand, develop, and solve problems in various materials.
Designing Online Discussion for HyFlex Learning
Author: Chen, Li-Ling
Date: 2022-00-00
Type: Journal Articles
Subjects: Discussion,Computer Mediated Communication,Blended Learning,Student Satisfaction,Academic Achievement,Instructional Design,Graduate Students,Student Attitudes

There are pedagogical challenges for the ideal balance of online community building and interaction among students and instructors for HyFlex learning. One of the challenges focuses on how instructors can effectively select and design an online discussion modality to promote positive, vigorous, and encouraging online asynchronous discussion to engage students. This research study adopted an exploratory mixed method approach designed to investigate student's satisfaction level and academic performance with different interface design platforms for online discussion in HyFlex delivery modality education courses. Study results indicated that different interface design for online discussion platforms had a significant impact on students' academic achievement for online discussion assessment although there is no significant impact on students' overall satisfactory levels toward the courses. Implications from the results suggest a need to design and integrate effective online discussion platform to engage students and promote social learning in HyFlex learning environments.
Learning Trajectory of Algebraic Expression: Supporting Students&apos; Mathematical Representation Ability
Author: Khairunnisak, Cut
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Processes,Learning Strategies,Algebra,Mathematics Skills,Problem Solving,Mathematics Education,Middle School Students,Grade 7,Foreign Countries

The mathematical representation ability is essential in solving mathematical problems, especially in algebraic expressions problems. Therefore, it is crucial to have a valid design of learning activities to support students' mathematical representation ability. Several previous studies claimed that realistic mathematics education is one of the learning approaches that could support this ability. This study is design research aiming to evaluate the RME-based learning trajectory oriented to enhance students' mathematical representation ability on algebraic expression. The data collected from the documentation of learning trajectories, documentation of students' answer sheets, and video recording of online teaching and reflection sessions were analyzed descriptively. The findings indicated that the designed RME-based learning trajectory (LT) oriented to support students' mathematical representation ability in algebraic expression has been valid and could be implemented in the pilot experiment. The implementation of the LT-1 and issues found during the pilot experiment are discussed in the paper. The finding implies that the learning trajectory could be continued to the teaching experiment phase after some revisions and adjustment.
Socio-Formative Pedagogical Counseling: Professionalization and Improvement of Teaching Practice in Compulsory Education in Northern Mexico
Author: Parra, Haydeé Acosta
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Teacher Collaboration,Professional Development,Knowledge Management,Reflection,Teaching Methods,Counseling,Models,Compulsory Education

Technical and pedagogical counseling as accompaniment benefits teachers' development. However, there are information gaps on the specific impact of counseling with a socio-formative approach on both professionalization and the improvement of teaching practice. The objective is to analyze the relationship between these three elements. A cross-sectional study with a quantitative approach was employed. A validated questionnaire was applied to a representative sample of 212 teachers. The information analysis was carried out through statistics: descriptive, correlational, and linear regression, whose level of significance was: &lt;0.01-0.05. Teachers consider that technical and pedagogical counseling from socio-formation fosters the development of an ethical life project, promotes problem solving in their educational practice, collaborative work, metacognition, and entrepreneurship (92.78 ± 14.3). The correlational analysis showed a significant relationship between socio-formative pedagogical technical counseling and teaching practice, the latter of which was enhanced by the former. In the linear regression analysis, the best model of pedagogical technical counseling is made from socio-formation, which predicts a 71% improvement of teaching practice. As a result, this form of counseling benefits both professionalization and teaching practice through metacognition.
Pedagogical Content Knowledge of Teachers in Teaching Decimals through Realistic Mathematics Education
Author: Johar, Rahmah
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Arithmetic,Mathematics Education,Teaching Methods,Foreign Countries,Cognitive Style

Pedagogical Content Knowledge (PCK) as combines a teacher's knowledge of teaching and content so that the specific content is easy for students to understand. This study aimed to investigate the teacher's PCK in teaching decimals after mentoring by the research center of the Indonesian Realistic Mathematics Education (PRP-PMRI) team. This qualitative study involved two teachers teaching fourth grade at the school partner of PRP-PMRI, Aceh Province, Indonesia. The participation was voluntary, and the teachers had attended training related to the implementation of RME. Data were collected by observing during learning, interviews, reflection, tests, and interviews. This study showed that teachers' PCK in teaching focused more on the reality principle, activity principle, interactivity principle, and guidance principle of RME. They paid less attention to the other RME principles: level principle and intertwinement principle. The teacher also lacked experience making students' conjectures and did not prepare strategies to anticipate them. The teacher also paid less attention to identifying students' ways of thinking. In addition, the teacher's knowledge about the content was also unsatisfactory. This study also revealed that teachers' content knowledge also influenced teaching strategies, leading to students' misconceptions. This research implies that mentoring to improve teachers' PCK needs to be carried out continuously.