ethanporcaro/eric-fulltext-meta huggingface dataset:
JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material
Author: Bustami, Yakobus
Date: 2021-01-00
Type: Journal Articles
Subjects: Gender Differences,Multiple Choice Tests,Junior High School Students,Foreign Countries,Pretests Posttests,Comparative Analysis,Academic Achievement,Pollution,Environmental Education,Inferences,Teaching Methods,Models,Instructional Effectiveness,Biology,Science Education,Cognitive Development

The research aimed to uncover the effect of JiRQA learning a model of based gender on students' achievement at the environmental pollution material. The method was quasi-experimental using of 2 x 2 factorial. The population was all students at junior high school from Ketungau Tengah, Indonesia. The samples were 120 students from two separate schools which represented gender differently. The instrument using a multiple-choice test. Data were analyzed using descriptive and inferential analysis. The results of the descriptive analysis show that the average pre-test of achievement in the experimental and control classes both male and female genders have the same value category and post-test in the control classes have a different value category. The results of ANCOVA show that the learning model had a significant effect on achievement, while gender and the interaction of learning models and gender did not have a significant effect on achievement. Classes that use the JiRQA learning model have a higher and significantly different from conventional classes.
Open-Ended Questions to Assess Critical-Thinking Skills in Indonesian Elementary School
Author: Sarwanto
Date: 2021-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Questioning Techniques,Difficulty Level,Elementary School Students,Models,Test Construction,Test Validity,Test Reliability,Teacher Attitudes,Student Attitudes,Classification,Instructional Materials,Cognitive Development,Grammar,Foreign Countries,Test Items,Grade 5

Critical thinking skills are the 21st-century life skills that are needed by students. However, in elementary schools, there are no instruments that are truly effective and efficient to measure critical thinking skills. This research aims to develop an open-ended question assessment instrument to measure students' critical-thinking skills, to test its validity, reliability, and practicality. The research method used is Research and Development with the ADDIE model by Borg and Gall (2003) includes the stage: analyze, design, development, implementation, and evaluation. Data collection techniques used were test, questionnaire, and documentation methods. In this research, there are several points to be discussed namely: (1) research and information collection, (2) design, (3) developing prototype, and (4) preliminary field test. The results of this research are in the form of question-items validity test that are valid and reliable criteria of 8 open-ended questions. Difficulty levels include difficult, moderate, and easy. The discrimination power is quite good. The students' and teachers' responses to the test instrument are categorized as high. The conclusion of this research is the open-ended question instrument for evaluating students' critical-thinking skills is valid, reliable, and practical. The open-ended question instrument is an effective assessment instrument to measure students' critical-thinking skills by taking into several important aspects such as learning materials in the curriculum, characteristics of students' cognitive development, and the functioning of the instrument and good grammar.
Pancasila Economic Character Literacy Program for High School Students
Author: Agussalim
Date: 2021-01-00
Type: Journal Articles
Subjects: High School Students,Social Values,Cooperative Learning,Teaching Methods,Action Research,Money Management,Economics Education,Student Attitudes,Student Behavior,Program Development,Nationalism,Justice,Foreign Countries,Caring,Moral Values,Concept Formation

The economic system of a nation depends on the ideology that is governed as well as the State of Indonesia. Pancasila Economy is an economic system based on Pancasila values. The values of Pancasila in the economy include caring, brotherhood, nationalism, and economic justice. This study aims to improve the knowledge, attitudes and economic behavior of Pancasila-based students through the &quot;Pancasila economic character literacy program integrated with the community and parents through cooperative learning type Student Teams-Achievement Divisions (STAD) and Group Investigation (GI). This research is classified into action research with research subjects of State Senior High School 2 Soromandi Bima, West Nusa Tenggara-Indonesia Province, amounting to 84 people. Data collection techniques using essay questions, questionnaires and the mini economy canteen of Pancasila. Data were analyzed using quantitative descriptive analysis. The results showed that the Pancasila Economic Character Literacy Program can improve the knowledge, attitudes and economic behavior of students based on Pancasila values in daily life. Therefore educational institutions must develop superior programs based on the ideology that fosters students' economic character in accordance with national identity.
Pre-Service Teachers&apos; Prior Learning Experiences of Mathematics and the Influences on Their Beliefs about Mathematics Teaching
Author: Lo, Wing Yee
Date: 2021-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Prior Learning,Mathematics Instruction,Beliefs,Elementary School Mathematics,Elementary School Teachers,Foreign Countries,Teaching Methods,Teacher Characteristics,Teacher Competencies

Given the relationship between teacher beliefs and practices, it is critical to understand how pre-service teachers' past school experiences impact on their beliefs about teaching. There is a growing recognition of the influence of preservice teachers' prior mathematical experiences on their beliefs regarding mathematics instruction in the primary school classroom. This qualitative study aimed to investigate Hong Kong primary pre-service teachers' past experiences in learning mathematics and their beliefs about the teaching of mathematics. Nineteen primary pre-service teachers who had selected mathematics as their major in a teacher training program participated in the study. Each participant was required to complete three beliefs tasks in the individual interview in order to recall the teaching of their best mathematics teachers, articulate their memories of learning mathematics, and uncover the kind of primary mathematics teacher they planned to be. The results provided a valuable insight into the effects of pre-service teachers' prior mathematics class incidents on their espoused pedagogical beliefs. While both positive and negative learning experiences of mathematics had a positive impact on interviewees' beliefs about mathematics teaching, most demonstrated their willingness to learn from the past and realised the need to establish better learning environments for their future primary school students.
Self-Efficacy and Career Decision of Pre-Service Secondary School Teachers: A Phenomenological Analysis
Author: Dos Santos, Luis Miguel
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Shortage,Career Choice,Secondary School Teachers,Teacher Persistence,Preservice Teachers,Student Teacher Attitudes,Stress Variables,Teaching Conditions,Self Efficacy,Professional Isolation,Teacher Promotion,Decision Making,Faculty Mobility,Educational Administration,Work Environment

Teachers' shortage is a challenging problem at the secondary level internationally. Secondary schools recruit and co-ordinate with universities and training agencies to fill up the gaps in teachers' shortage. However, the turnover rate of pre-service and in-service teachers is still high. Based on the self-efficacy approach, the purpose of this study is to understand the relationship between self-efficacy and career decision of pre-service student-teachers at the secondary school setting in California, United States. In addition, this research also captured how pre-service student-teachers describe their stress and career decision from their teaching profession. The finding indicated that a significant number of pre-service teachers decided to leave the teaching profession after the completion of the qualifying programs due to negative self-efficacy, sense of isolation, negative administrative style, and uncertainty of promotion. More importantly, the study pointed out that if the self-efficacy level is low, pre-service teachers are less likely for returning. The results of this research provided recommendations to school leaders, university administrators, professional teachers, and policymakers to reform the current educational system for teachers, particularly in the areas of teachers' professional development, career development, and career decision.
Strengthening Students&apos; Self-Efficacy and Motivation in Learning Mathematics through the Cooperative Learning Model
Author: In'am, Akhsanul
Date: 2021-01-00
Type: Journal Articles
Subjects: Self Efficacy,Student Motivation,Mathematics Instruction,Mathematics Skills,Cooperative Learning,Teamwork,Educational Games,Males,Junior High School Students,Learning Activities,Learning Processes,Foreign Countries,Algebra,Grade 8,Teaching Methods,Teacher Attitudes,Student Attitudes

Strengthening self-efficacy and motivation in learning mathematics gives impacts on the students' capability in the field of mathematics, and this may be conducted through a proper learning model, one of which is the cooperative learning model. The objective of this present research was to analyze students' self-efficacy reinforcement and their motivation in learning mathematics using the cooperative learning model with the Teams Games Tournament type. The subject was 28 male students in grade VIII of Junior High School &quot;Syaichona Cholil&quot; Samarinda in the 2017/2018 Academic Year. This research was conducted in the first semester using the algebraic system factorization. A Classroom action research model proposed by Kemmis and Mc Taggart was employed as the research guide. The data were collected through questionnaires to measure students' self-efficacy and motivation in learning mathematics, the teacher and students' activities forms to reveal their learning process, and interviews to complete the research results analyzed. The results showed that the cooperative learning model with the Teams Games Tournament type could improve students' ability in self-efficacy and motivation in learning mathematics as a whole. Based on these findings, the cooperative learning model with the Teams Games Tournament greatly facilitated the self-efficacy and learning motivation so that this model may be implemented for other materials in learning mathematics. TGT is able to stimulate better teaching and learning interaction, and this model is also able to improve learning quality, especially learning outcomes.
The Effectiveness of Biology Learning-Local Genius Program of Mount Rinjani Area to Improve the Generic Skills
Author: Dewi, Ika Nurani
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Science Process Skills,Program Effectiveness,College Students,College Science,Skill Development,21st Century Skills,Learning Activities,Student Role,Problem Solving

The study aims at analyzing the effectiveness and practicality of BIL program to improve the generic skills in learning biology. This study was a pre-experimental study with one group pre-test and post-test design on 138 students divided into four groups at several universities in Mataram. The practicality of the program is measured using an observation sheet and effectiveness is measured by an essay test based on a generic skills rubric Data were analyzed using paired t-test, n-gain and ANOVA test. The results showed a significant increase in generic skills, p &lt; 0.05, with an average n-gains of 0.09 to 0.53, and there were differences for the four groups. The practicality results show that the BIL program fulfills the practical requirements with observations of the implementation of learning by 97% in the good category. Thus, it can be concluded that the BIL program is effective and practical for improving generic skills.
Flipped Classroom: Success with First Year Mathematics Students
Author: Shukla, Nehal J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Instructional Effectiveness,College Freshmen,College Mathematics,Introductory Courses,Mathematics Achievement,Student Improvement,Student Satisfaction,Pretests Posttests,Grades (Scholastic),Video Technology,Class Activities,Time Management

In the modern era of internet and social media, teachers are pursuing new methods to integrate online resources and techniques into their curriculum and flipped classroom instruction model has been their response to this heightened digital migration. Despite this high amount of interest, few studies have evaluated the effectiveness of classroom flipping in mathematics on student academic outcomes. Specifically, no rigorous studies of the effects of flipping a mathematics course on students' mathematical understandings, course satisfaction and student's success appear in the literature. This study aims to understand the effectiveness of flipped classroom in first year undergraduate mathematics students at university level by measuring student's success via (1) students' overall course satisfaction (2) students' pre and post-test grade and (3) student's pass rate. Our study showed improved student's perception of course satisfaction and improved final grades (post-test compared to pre-test). We noticed some improvement in pass rate of flipped classroom students compared to non-flipped classroom students, but it was not statistically significant. We recommend future studies to see if this student's success transforms into improvement in student's attrition, retention, progression and graduation rate.
Teachers and Students&apos; Perceptions of Science and Scientists: A Comparative Study
Author: El Takach, Suzanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Science Teachers,Teacher Attitudes,Student Attitudes,Scientific Attitudes,Elementary School Teachers,Middle School Teachers,Middle School Students,Cognitive Tests,Freehand Drawing,Projective Measures,Personality Measures,Scientists,Information Sources,Television,Internet,Stereotypes,Science Interests,Vocational Interests,Gender Differences

Teaching science is still relying mainly on frontal teaching and assessed by paper-and-pencil-tests. Also, students in developed countries view science production through doing experiments in a lab, that's why these students hold a negative view about science and scientists and they do not like to choose their future careers in science. The purpose of this study is to explore Lebanese and Omani school science teachers' and their students' perceptions of science and scientists. Using the Draw-a-scientist-test (DAST), qualitative and quantitative data were collected from 26 Lebanese and Omani teachers and their students (N= 571) enrolled in Grades 4 till 9, in both countries, from the public sector. Results showed that the main sources of Lebanese and Omani students of their drawings are the television and the internet. In addition, these sources are significant with the increase in students' levels. Also, Lebanese students have more stereotypical image of the scientist than Omani counterparts. Overall, Lebanese and Omani students have a positive attitude towards science and scientists, as their teachers, but they emphasized the social and the private life of the scientist. Overall, students choose to have a future career in science and technology; but Omani students choose to have a career in science and technology more than the Lebanese ones. In addition, female students showed a higher interest in doing science in the future more than technology. Finally, Lebanese students do not have common contemporary or past Arab scientists as their Omani peers, but only scientists from the western culture. Data revealed that Einstein was the most popular idol among the sample of the study.
Causal Attribution Preferences and Prospective Self-Assessment: The Unknowns of the Middle Eastern Learner
Author: Pilotti, Maura A. E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Self Evaluation (Individuals),Metacognition,Accuracy,Grades (Scholastic),Attribution Theory,Feedback (Response),Foreign Countries,Undergraduate Students,Bilingualism,Semitic Languages,English (Second Language),Second Language Learning,Student Attitudes,Measures (Individuals),Self Efficacy,Language Tests

In the present field experiment, we examined the effects of a self-assessment exercise conducted in the middle of the semester on metacognitive awareness (i.e., the accuracy of self-assessment and its subjective confidence) and final test performance of college students of Middle Eastern descent. Effects were measured in the classroom against a business-as-usual control condition. It was hypothesized that if the exercise focuses students' attention on internal causes (e.g., effort) in response to specific task demands, metacognitive awareness, metacognitive control, and, ultimately, final test performance would be enhanced. In poor performers, the exercise indeed improved the accuracy of self-assessment (as measured by grade estimates) and final performance. There was no evidence of the illusion of knowing phenomenon (i.e., the unrealistic belief that one knows or is able to perform a given task) among poor-performing students as their confidence in estimates remained low. Furthermore, the exercise did not change students' causal attribution preferences, thereby suggesting that other dynamics are responsible for the effects of the self-assessment exercise.
Democratic Faculty of Education for Democratic Education
Author: Tosun, Figen Çam
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Democracy,Democratic Values,College Faculty,Teacher Student Relationship,Teacher Behavior,Teacher Attitudes,Elementary School Teachers,Science Education,Religious Education,Ethics,Teacher Education Programs,Content Analysis,Classroom Techniques,Foreign Countries

The aim of the research is to reveal opinions of prospective teachers on democratic education and democratic behaviors of teaching staff at the universities, based on opinions of both university prospective teachers and teaching staff. Qualitative and quantitative research methods were used together. The sample of the study consists of 37 teaching staff and 152 senior students at the departments of Primary School Education, Science Education, Religious Culture and Ethics Education. To articulate the prospective teachers' opinions about democracy and democratic education, a semi-structured interview form and a questionnaire were developed to see their self-efficacy. The &quot;Democratic Classroom Management Scale&quot; was used to collect data for self-evaluation of the teaching staff's democratic behavior in the classroom. It was also adapted for the prospective teachers. Content analysis technique was used in analysis of the qualitative data. SPSS package program was used in analysis of quantitative data. In addition to frequency and percentage calculations, t test and ANOVA analyses were made. The study showed that the teaching staff considers their classroom practices democratic. However, the prospective teachers perceive the teaching staff moderately democratic. They, however, believe that they will grasp highly democratic attitudes in the class when they begin to teach.
The Correlation between Religiosity and Multiple Intelligences: A Meta-Analysis
Author: Karbono, Kemanya
Date: 2021-01-00
Type: Journal Articles
Subjects: Religious Factors,Multiple Intelligences,Meta Analysis,Correlation,Religion,Elementary Secondary Education,Foreign Countries,Effect Size

The disparity in the results of the study of the correlation between religiosity and multiple intelligences is an important use of meta-analysis, so that it can be used as credible literature by looking at multiple intelligences not only as analytical intelligence. This study involved 3242 samples that varied, age, culture, and academics, from 18 publications and non-publication articles, from 1998 to 2016. The results of the study showed that there is a significant correlation between religiosity and multiple intelligences, which obtained an r value of 0.41 with a confidence interval range of 0.164 to 0.518, so this correlation is in the medium category.
The Development of Historical Thinking in Colombian Students: A Review of the Official Curriculum and the Saber 11 Test
Author: Palacios Mena, Nancy
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,History Instruction,Thinking Skills,Standardized Tests,Curriculum Evaluation,Citizenship Education

The main objective of this article is to determine the level of development of historical thinking in the official curriculum and the Saber 11 Test in Colombia. The content of the training objectives of social sciences in primary and secondary schools, the Curricular Standards for this field, and the history questions of the Saber 11 Test of 2014, were analyzed. The data indicate that the intention to improve the traditional and rote teaching methods of history, defined in the training objectives and Curricular Standards of the social sciences field of study and published by the Colombian State, is not reflected in the evaluation carried out by the State itself with students who have finished secondary education. The requirements continue to be basic, and the results with the students show that even at these basic levels, no significant learning advances have been accomplished.
Rising to the Challenge: Navigating COVID-19 as Higher Education Learning Center Leaders
Author: Frizell, Michael, Ed.
Date: 2020-00-00
Type: Collected Works - Serial
Subjects: COVID-19,Pandemics,Higher Education,Learning Resources Centers,Student Needs,Tutoring,Computer Mediated Communication,Persistence,Distance Education,Online Courses,Mentors,Teaching Methods,Electronic Learning,Educational Technology,Telecommunications,Handheld Devices,Program Effectiveness,Cooperation,Interpersonal Communication,Leadership Responsibility,Planning,Disease Control,Educational Change,Teamwork,Student Leadership,College Students,Experiential Learning,Altruism,Problem Solving

The National College Learning Center Association defines a learning center at institutions of higher education as interactive academic spaces which exist to reinforce and extend student learning in physical and/or virtual environments. A variety of comprehensive support services and programs are offered in these environments to enhance student academic success, retention, and completion rates by applying best practices, student learning theory, and addressing student-learning needs from multiple pedagogical perspectives. Staffed by professionals, paraprofessionals, faculty, and/or trained student educators, learning centers are designed to reinforce the holistic academic growth of students by fostering critical thinking, metacognitive development, and academic and personal success. The COVID-19 crisis affected higher education and changed operations starting in March of 2020, forcing learning center leaders to develop new ways to reach students and support their college communities. The coronavirus continued to challenge them during summer and fall semesters. This special issue shares the stories of how 48 learning centers addressed the fluid situation in order to serve their students.