ethanporcaro/eric-fulltext-meta huggingface dataset:
Community Empowerment through Religious Education and Islamic Social-Resilience
Author: Faoziyah, Sitti
Date: 2022-00-00
Type: Journal Articles
Subjects: Religious Education,Community,Empowerment,Resilience (Psychology),Islam,Muslims,Food,Daily Living Skills,Foreign Countries,Disadvantaged

This research aims to examine the factors that contribute to the success of empowering Muslim communities in West Java Province's poorest neighborhoods through religious education, halal food security, and socio-religious resilience. Quantitative research techniques, specifically survey research, are employed here. A questionnaire was used to collect information from 185 people who were selected at random using a proportional sampling formula. Smart-PLS 3.0 was used to perform the statistical analysis. The study's findings suggest that the effectiveness of government and private-sector efforts to empower Muslim communities is impacted by the level of religious education given to the Muslim community, both in terms of broad-brush religious education and more specialized forms of education. A well-planned halal food security program has a higher chance of successfully empowering Muslims. A Muslim community's ability to empower itself is heavily influenced by the degree to which its members feel socially and religiously safe. Muslim community empowerment programs are carried out by the government, private institutions (NGOs and companies), and campuses; they are significantly influenced by religious education and life skills education, halal food security, and social-religion security.
EFL Students&apos; Views of the Multicultural Education in an Indonesian Islamic Higher Education
Author: Shafa
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Student Attitudes,Multicultural Education,Islam,Religious Colleges,Foreign Countries,Diversity,School Policy

Education cannot be separated from culture. It is possible to provide learning and be tolerant of other cultures. Multicultural education offers diverse cultures, ethnicity, and religion. The study aims to explore students' views of multicultural education in learning at an Indonesian Islamic higher education. It employs a descriptive study by applying a quantitative approach. By considering the ethnic and study program, respondents in this study were determined through the purposive sampling technique by involving 25 students from the Faculty of Tarbiyah and Teacher Training UINSI Samarinda, each representing five different study programs in the faculty. They enrolled as Ma'had Al-Jami'ah students obligated to study English in their initial semester. They were chosen from various study programs because they came from different ethnic backgrounds. This study collects data with a questionnaire instrument distributed online through a Google Forms. Descriptive statistics were used to tabulate and present the quantitative data collected from the questionnaire. The findings in this study provide an overview of the different perspectives of students at Islamic higher education on multicultural education in their learning. This study groups students' views of multicultural education in learning at Islamic higher education into three categories: (1) Highly Supportive on Multicultural Education; (2) Moderately Supportive on Multicultural Education; and (3) Lowly Supportive on Multicultural Education. Most of them have understood the values of multicultural education and are very supportive of its implementation in every lecture and campus policy but there are still students who do not understand the values of this multicultural education. Continuous studies are necessary to support the application of this multicultural education from time to time according to the needs of each institution.
Interrelation of Spirituality, Religiosity, and Competence with Madrasah Teachers&apos; Performance
Author: Susmiyati, Sri
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Religious Factors,Teacher Competencies,Predictor Variables,Islam,Teacher Characteristics,Foreign Countries

This study aimed to examine whether spirituality, religiosity, and competence can predict teacher performance. To prove this, a study was conducted on 90 Madrasah teachers in Samarinda as the sample in this study. The research sample was selected randomly, the number of which was determined based on the Slovin formula with a precision level of 0.10 (N=867). To obtain empirical data, researchers used a questionnaire on spirituality, religiosity, competence, and teacher performance. The research data were analyzed using Multiple Linear Regression with the SPSS V26 program. The analysis results showed a significant level of p &lt;0.05 with a relationship strength of 0.843, which means that there is a significant relationship between spirituality, religiosity, and competence with teacher performance. Simultaneously, the contribution of the three independent variables to teacher performance was 53.8%, while partially, each independent variable contributed 50.8% (spirituality), 24% (religiosity), and 59.8% (competence). The implication is that these findings prove that one cannot rely solely on competency factors to get good performance from teachers. Although competence has the highest contribution, it also takes a religiosity factor that will give direction to individuals in their work, namely worshipping Allah SWT, and spiritual factors that provide meaning and prosperity in life. Thus, it can be concluded that the level of teacher performance can be predicted through the teacher's spirituality, religiosity, and competence.
An Investigation of Secondary School Students&apos; Biodiversity Literacy Level
Author: Aslan Efe, Hülya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Knowledge Level,Multiple Literacies,Biodiversity,Ecology,Environmental Education,Conservation (Environment),Public Schools,Gender Differences,Age Differences,Student Attitudes

The quality of life sustained by human beings is largely possible thanks to the opportunities offered by the biodiversity resources in nature. It is widely accepted that the continuation of this lifestyle largely depends on the sustainable use of consumed and destroyed natural resources. Therefore, teaching biodiversity becomes an important element of science teaching. In this context, it is important to reveal the biodiversity literacy levels of the new generation. This study aims to investigate secondary school students' biodiversity literacy levels. The descriptive survey method, one of the quantitative research methods, was used in the research. A total of 787 secondary school students studying at state schools during 2021-2022 academic year participated in the research. &quot;Biodiversity Literacy Assessment Instrument&quot; was used as a data collection tool in the study. Independent t-test was used to compare gender scores while one-way ANOVA was used to compare student scores based on their grades, students' feelings about studying biodiversity, and understanding problems related to biodiversity. Tukey HSD test was used to determine the direction of significance in multiple comparisons. The findings revealed that while secondary school students' scores for attitudes toward biodiversity were high, their biodiversity knowledge levels were low. Also, female students gained higher scores for &quot;the conservation and importance of biodiversity&quot;, &quot;ethics and biodiversity&quot; and &quot;sustainability and biodiversity&quot; sub-dimensions of biodiversity literacy scale in comparison to male students. Additionally, the study found that participant students' biodiversity literacy scale scores differed based on students' years of study. The study has implications for teaching biodiversity that include activities to help students take responsibility for the protection of biodiversity and the place of biodiversity in the national curriculum.
Developing Transdisciplinary-Based Material Design for Akidah Akhlak Learning
Author: Ginting, Lusinta Rehna
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Islam,Sciences,Instructional Materials,Material Development,Secondary Education,Instructional Material Evaluation,Instructional Effectiveness,Outcomes of Education,Foreign Countries,Religious Education

Transdisciplinary-based learning (TDBL) is a need of teachers in teaching where its existence offers for solutions to solve teaching and learning problems in class. In this case, the presence of TDBL in Aqidah Akhlak subject means integrating Islamic teaching into science as knowledge in a holistic way. Thus, this study aims to propose a new way of teaching by developing the learning materials for the Aqidah Akhlak subject which is integrated into TDBL. Plomp's model of research and development design is used in this research which typically includes five stages including problem analysis, design, realization, implementation, and evaluation. The result from expert validation both for student and teacher books is considered in the eligible category, highly eligible for field trial assessment, and practical category for the practical assessment. Students' performance on Aqidah Akhlak subject is dominated by moderate level rather than high one. T-test proved that the use of TDBL Aqidah Akhlak learning materials effective to be utilized in class. Through the result of the study, it can be concluded that the proposed product of TDBL Aqidah Akhlak learning materials can be used both for students and teachers. Discussion and research implications are discussed further in this study.
Integrative Learning in History Education: A Systematic Literature Review
Author: Akmal, Atqo
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,History Instruction,Social Sciences,Interdisciplinary Approach,Learning Theories,Thinking Skills,Skill Development

In general, history is a construction of the past that should use models, methods, and concepts of other social sciences to explain the changes or events throughout human life and civilization. Thus, the assumption that history should be explained from a broader perspective of social sciences and the deep analysis of social theory has transformed the need for an interdisciplinary approach in history education. In the quest for an advanced learning approach to history education, this article proposes integrative learning as an approach that could meet the need for the integration of various perspectives and theories from social science disciplines in learning history. Constructively explained through a systematic literature review of related studies oriented towards history, interdisciplinary, multidisciplinary, and integrative learning, this article works on the possibility of integration encompassing four steps, namely establishing a purpose, understanding and leveraging disciplinary insights, leveraging integration, and critical stance. Despite the lack of empirical research, integrative learning is a promising concept that could improve the method of fostering high-order thinking skills in history education.
The Challenges and Opportunities in Opening Indonesian Language Education Study Program at UIN Antasari Banjarmasin
Author: Mufidah, Nida
Date: 2022-00-00
Type: Journal Articles
Subjects: Indonesian,Barriers,Program Development,Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Education Programs,Language Teachers,High School Students,Needs Assessment,School Districts,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Universities,College Faculty,Islam,Religious Factors,International Schools,Employment Opportunities,Graduates,Literature,Community Needs

Indonesian is well-known, and it is taught at institutions across the world, including Australia. This study aims at describing prospective students, teachers, lecturers,' practitioners, and the general public's reactions to the Indonesian Language Education Study Program at the Faculty of Tarbiyah and Teacher Training of UIN Antasari Banjarmasin and identified data will be described as findings and discussed using Morrison's theory of needs analysis profile for the program readiness. A survey is used in this investigation. The questionnaires and interviews in this research were both open-ended. The technique used is a questionnaire technique using Google Forms by distributing questionnaires directly to respondents, namely 173 prospective students were class XII high school students, 24 were Indonesian language teachers, and 104 were education practitioners, lecturers, supervisors, and members of the community from several districts and cities in South Kalimantan. The plan to launch the Indonesian Language Education Study Program at UIN Antasari Banjarmasin received a positive reaction from many stakeholders and will be implemented immediately. Graduates of this degree may become professional educators with Islamic perspectives and Indonesian language teachers for international and national schools, as well as Indonesian for foreign speakers with distinctive qualities. Before a new study program starts, educators, teaching staff, and infrastructure must all be carefully prepared, as must the program's documentation. Therefore, the result of this study is expected to be the consideration by the university for opening the Indonesian Language Education Study Program at UIN Antasari Banjarmasin.
Conditions for Teaching English to Young Learners: Indonesian Teachers&apos; Perspectives
Author: Meisani, Diah Royani
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Student Motivation,Learning Processes,Drills (Practice),Teacher Attitudes,Beliefs

English teachers' beliefs are one of the captivating topics to study as they contribute the quantity of input for reflection and the enhancement of English teaching and learning. This case study aims at investigating the teachers' beliefs about the role of exposure, motivation, and practice in English class in elementary school and how they translate their beliefs into routine instructional actions. Semi-structure interviews and classroom observations were conducted to collect the data involving three English teachers at a selected private elementary school in Malang, East Java, Indonesia. The findings show that all of the participants were aware that the role of exposure was essential in learning a foreign language, motivation was a vital factor to achieve the objective of the learning and practice was a central part of proficiency development, and consistent with this, a great deal of effort has been conducted to provide exposure to English, to motivate students, and to create opportunities for students to use English. Hence, the results of the study are expected to give a worthy contribution to teachers of English as a second language, especially at elementary schools and other researchers dealing with exposure, motivation, and practice in learning English.
Developing Islamic-Values-Based Powtoon Learning Media for Muhammadiyah Kindergarten Teachers: COVID-19 and TEYL
Author: Wijayati, Rifky Dora
Date: 2022-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Kindergarten,Preschool Teachers,Islamic Culture,Islam,Online Courses,Educational Technology,Culturally Relevant Education,Video Technology,English (Second Language),Second Language Instruction,Religious Schools,Language Usage

In response to the COVID-19 epidemic, this study intends to establish a digital learning media for children based on Islamic values utilizing PowToon for Muhammadiyah kindergarten teachers. Online learning has replaced traditional classroom for teaching and learning. During the COVID-19 pandemic, an online discussion with TK ABA Nitikan teachers established the significance of this research. They were concerned about propounding digital learning materials with Islamic values to students. The Islamic fundamentals, such as greetings and du'a (prayer), are crucial for the development of Islamic character in young learners. In addition, the digital learning resources were transformed into videos that could be easily accessible, shared, and used publicly to promote the da'wah practice in accordance with Muhammadiyah's guidance. This research employed a Research and Development (R&amp;D) approach utilizing the ADDIE model known as system approach developed by Dick and Carey (2015), which entails a development process comprising five primary stages, namely analyze, design, develop, implement, and evaluate. The research findings indicate that the digital learning materials created using PowToon met the needs of TK ABA Nitikan teachers were relevant. The manufactured product provides a solution to teachers' needs by merging both general English knowledge and Islamic beliefs. Based on the review, it has been determined that the created content is of excellent quality. This material allowed teachers to teach English in an engaging manner.
Investigating Syrian Learners&apos; Needs According to Various Variables within the Framework of Teaching Turkish to Children as a Second Language
Author: Çag, Hatice Dilek
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Second Language Instruction,Immigrants,Refugees,Gender Differences,Foreign Countries,Student Needs,Elementary School Students,Student Attitudes,Teacher Student Relationship,Goal Orientation,Language Usage,Teaching Methods,Instructional Materials,Educational Environment,Language Attitudes

The current study aims at identifying and analysing language needs of Syrian children under temporary protection. In line with this, we administered the &quot;Needs Scale for Learning Turkish&quot;, &quot;Needs Scale for the Content&quot; and &quot;Needs Scale for the Process&quot; developed by Çag (2022) to 194 primary school students. We adopted survey model, one of quanlitative research methods, and used percentage, arithmetical mean, Mann Whitney U and Kruskal Wallis tests to conduct the analysis. We concluded at the end of the analysis that students' needs about the goal of learning Turkish included establishing a communication with the teacher, having a job and finding a job in Türkiye in the future. The study findings revealed that students' goals of learning Turkish varied significantly according to grade level, time period of living in Türkiye and use of Turkish out of school, whereas there was no significant difference according to gender. On the other hand, students' needs in terms of skills were not affected by grade level, gender, time of living in Türkiye and the frequency of using Turkish out of school. The study findings also showed that students' needs in terms of methods and techniques, materials, subjects and themes were affected only by grade level, but not affected by gender, time period of living in Türkiye and frequency of using Turkish out of school. In the light of the study findings, it seems possible to state that students meet the need of learning Turkish mostly at school, so teachers and schools serve an important function in that sense.
Translating the CEFR Companion Volume (2020) into Turkish: The Real Experience Unraveled
Author: Çelik, Servet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,Translation,Native Language,Turkish,Guidelines,Language Variation,Social Influences,Cultural Influences,Communicative Competence (Languages),Global Approach,Language Usage

The Common European Framework of Reference for Languages (CEFR) is one of the most widely consulted reference works that define international standards for the learning, teaching, and assessment of languages. Since its appearance in 2001, the CEFR has been translated into more than 40 languages, including Turkish, making it the second most-translated document of the Council of Europe (CoE) after the European Convention of Human Rights. The CEFR was complemented by the Companion Volume with New Descriptors in 2018. This provisional version was later replaced by the CEFR Companion Volume (CV) in 2020, which includes added descriptors for mediation, online interaction, plurilingual/pluricultural competence, and sign language competences, ensuring modality-inclusive formulations in adapted illustrative descriptors for sign languages and gender-neutrality in all descriptors. The CEFR CV has already been translated into French, Arabic, Italian, Spanish, and Turkish, and translations to several other languages are underway and expected to become available shortly. The Turkish translation was completed in October 2021 by a committed team of scholars with the initiative and coordination of the Turkish Ministry of National Education (MoNE) in cooperation with the CoE. The translation of the CEFR Companion Volume into Turkish is an excellent example of how hard work and perseverance pay off. The translation team and others who have contributed to the work have demonstrated a fine example of sheer dedication, patience, and multidisciplinary collaboration to create a reader-friendly text to guide anyone involved in language teaching and testing--from teachers, learners, and material developers to educational institutions, researchers, and employers. This paper uncovers the background story, events, and actions behind this text for users to better understand its intricacies, nuances, and complexities. It is anticipated that the &quot;backstage information&quot; shared here will provide insights for prospective translators of the CEFR CV into other languages.
Turkish Pre-Service Primary Teachers&apos; Decisions on Various Socioscientific Issues: SEE-SEP Model-Analysis
Author: Karakas, Hamdi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Thinking Skills,Decision Making,Logical Thinking,Science Teachers,Science Instruction,Social Problems,Course Content,Science and Society,Energy,Mining,Genetics,Industry,Biotechnology,Environment,Ethics,Moral Values

The science curriculum in the Turkish education system includes socioscientific issues (SSI) as a context for developing students' reasoning skills, scientific thinking habits, and decision-making skills from an early age. Conducting activities on real problems with teachers and pre-service teachers based on SSI and making decisions considering different dimensions in SSI can provide a better explanation and transfer of the content dimension of the subject. It was found that SSI studies are conducted with science teachers and pre-service science teachers in Türkiye. In this study, activities with different SSIs were organized with pre-service primary teachers, and the decisions of pre-service primary teachers on various socioscientific issues were evaluated considering different dimensions (sociology/culture, environment, economy, science, ethics/morality, and policy) using the SEE-SEP model. Nine different SSI scenarios were presented to 60 pre-service primary teachers in the Central Anatolian region of Türkiye, and they were asked to make a decision in dilemma situations and justify it. It was found that hydroelectric power plants (HEPP), mining, and electric vehicles are highly favored by pre-service primary teachers, while GMOs, cloning, and the establishment of industrial zones are not highly favoured, and they are undecided about biotechnology. It is concluded that the pre-service primary teachers' decisions to support various SSI are mainly economic and scientific, while the environmental and ethical/moral dimensions lead mainly to non-support and indecision.