ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Communication Characteristics of Pre-Service Primary School Teacher in Explaining the Area of Trapezoid Reviewed from School Origin
Author: Abidin, Zainal
Date: 2018-07-00
Type: Journal Articles
Subjects: Preservice Teachers,College Freshmen,Elementary Education,Mathematics Education,Geometric Concepts,Algebra,Spatial Ability,Communication Skills,Teaching Styles,Educational Background,Secondary Education,Verbal Communication,Written Language,Foreign Countries

This study aims to know the characteristics of mathematical communication of pre-service primary school teachers. The material used as the object of research is geometry. It requires the ability of algebra and spatial skills. The area of trapezoid is selected as the topic since it is perceived as the most complex of all plane shapes studied in primary school. It is because the calculation of the area of trapezoid entails three variables. The ability of mathematical communication involves the ability to write and explain. This ability is examined based on the background of students' secondary school. The subjects of this study were 15 students of Primary Teacher Education, STKIP Al Hikmah Surabaya in academic year 2017-2018. The types of mathematical communication are grouped according to their characteristics. Written communication is sharpened by oral communication. The results were analyzed to investigate the relevance of such abilities with the subjects' background of their secondary school (SMA, SMK, or MA). The results indicate that the characteristics of written communication consist of: (1) narrative, (2) procedure, and (3) dialogue. Meanwhile, the characteristics of oral communication consist of: (1) lecture, (2) instructional, and (3) discussion. Pre-service teachers graduated from SMA have better mathematical communication skills than those from SMK and MA.
Mathematical Representation Ability of Senior High School Students: An Evaluation from Students&apos; Mathematical Disposition
Author: Fitrianna, Aflich Yusnita
Date: 2018-01-00
Type: Journal Articles
Subjects: Mathematics Skills,High School Students,Problem Solving,Grade 10,Visual Aids,Mathematical Models,Geometric Concepts,Foreign Countries,Mathematics Instruction,Mathematics Tests,Student Attitudes,Misconceptions,Student Characteristics

The purpose of this study is to describe students' ability in solving mathematical representation problems evaluated from mathematical disposition. The subjects are three students of 10th grade of public senior high school (PSHS) in Padalarang, West Java, Indonesia. They were selected from 35 students with high, medium, and low mathematical disposition ability. The results of the study showed that almost all of the students able to use visual representation to solve mathematical problems, and create mathematical models and solve problems by involving mathematical expressions. In contrast, most of students could not fulfill two indicators of the mathematical representation ability, i.e. creating the sketch of geometric patterns and making the mathematical model based on the situation and data given.
Mathematical Creative Thinking Ability of Junior High School Students in Solving Open-Ended Problem
Author: Damayanti, Herwinanda Trisnaning
Date: 2018-01-00
Type: Journal Articles
Subjects: Mathematics Skills,Creative Thinking,Problem Solving,Junior High School Students,Foreign Countries,Equations (Mathematics)

The study aims to describe the ability of mathematical creative thinking on the aspects of fluency, flexibility, and originality in solving open-ended problem of Linear Equations with One Variable. The subjects are 7th grade students of one private junior high school in Surakarta, Central Java, Indonesia. The data was collected by the test, interview, and documentation. The method of data validation was used triangulation, i.e. techniques and resources. The analysis technique of the data was used an interactive method that consists of the reduction, presentation, and conclusion. The result of the research shows that the fluency aspect achieved by the students ability to mention the possibility of other answers. Then, the flexibility aspect is showed by the students use different method to solve the problem, or at least use the appropriate method. The originality aspect is showed by the students' ability to make the problem which are rarely found by other students.
Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness
Author: Susilawati
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Soft Skills,Environmental Education,Preservice Teachers,Science Teachers,Science Instruction,Foreign Countries,Instructional Effectiveness

This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachers' soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre- and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTs' attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbach's alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachers' soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.
Strategies for Parental Involvement during Emergency Remote Teaching Scale: Its Psychometric Properties
Author: Raguindin, Princess Zarla J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Distance Education,COVID-19,Pandemics,School Closing,Emergency Programs,Online Courses,Psychometrics,Test Validity,Test Reliability,Family School Relationship,Foreign Countries,Elementary School Teachers

Recently, Emergency Remote Teaching (ERT) has caused a considerable interest in the school community due to the widescale lockdown brought about by the COVID-19 pandemic. The curriculum's alteration necessitated a call to explore mechanisms for effective remote instruction delivery--including parental involvement. This research determined the psychometric properties of the &quot;Strategies for Parental Involvement during Emergency Remote Teaching - Scale (SPIERT-S). The tool assesses the strategies used by teachers to facilitate parental involvement during ERT. Through a thorough literature review, 22 items about home and school collaboration and ERT were initially developed. Evidence related to content validity was established through two-round expert consultation, while data related to construct validity were gathered through factor analyses. The content validity analysis resulted in the deletion of four (4) items; hence, 18 items were retained. A three-factor structure was yielded from Exploratory Factor Analysis (parents as facilitators of learning, parents as sources of information, and parents as collaborators), and a total of 15 items were retained. The confirmatory factor analysis indicated an acceptable level of the goodness-of-fit indices measured. The internal consistency of the factors and the whole scale showed excellent reliability. The results suggest that the SPIERT-S has good, valid, and reliable psychometric qualities and can be used to examine the strategies for parental involvement that teachers utilize during emergency remote teaching. Recommendations and limitations of the study are discussed.
Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas
Author: Ahmadi, Anas
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Education,Ethnography,Foreign Countries,Rural Areas,Inquiry,Native Language,Rural Schools,Adjustment (to Environment),Cultural Awareness,Acculturation,Teachers,Indigenous Populations,Intercultural Communication

The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher's perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context.
Effects of Concept-Mapping Instructional Strategy on Senior School Students&apos; Achievement in Biology, Lagos State, Nigeria
Author: Ahmed, Mulkah Adebisi
Date: 2021-01-00
Type: Journal Articles
Subjects: Concept Mapping,Concept Teaching,High School Students,Science Achievement,Science Instruction,Scientific Concepts,Instructional Effectiveness,Biology,Retention (Psychology),Teaching Methods,Difficulty Level,Gender Differences,Public Schools,Foreign Countries

Concept mapping instructional strategy is one of the innovations in the teaching and learning of science and biology in particular. Previous studies have reported that teachers and students experienced difficulties in the use of concept mapping. Hence, this study investigated the effects of Concept-mapping instructional strategy on senior secondary school students' achievement and retention in biology in Lagos, Nigeria. Quasi-experimental research design was adopted for the study. The population comprised all senior secondary school two biology students. Two intact classes of SS II students were involved in the study. The research instruments used were Biology Achievement Test (BAT) and Concept-Mapping Based Lesson Plan (CMBLP). The reliability of the instruments was 0.75 and 0.82 respectively. Three research questions with corresponding three hypotheses guided the study. Analysis of Co-variance (ANCOVA) statistical tool was used tested the hypotheses at 0.05 level of significance. The results of the study showed that: (i) the experimental group performed better than the control group, that is: concept-mapping affects students' achievement and retention; and (ii) there was no gender influence on students' achievement. Based on results, it recommended among others that teachers should be encouraged to adopt the use of concept-mapping instructional strategy in teaching senior school biology. Also, male students should be encouraged to better their achievement and retention just like their female counterparts.
Rubric as a Learning Tool in Teaching Application of Derivatives in Basic Calculus
Author: Auxtero, Leah Conejos
Date: 2021-01-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Scoring Rubrics,Teaching Methods,Comparative Analysis,Pretests Posttests,Grade 11,Mathematics Tests,Problem Solving,Academic Achievement,High School Students,Foreign Countries,Articulation (Education),Scores,Universities,Educational Improvement,Prior Learning

Rubric has been associated with the term assessment used for grading and/or scoring. However, it might observe less, but it is also designed as students 'learning tool. This study was conducted to provide empirical facts on its effectiveness as a learning tool in teaching Applications of Derivatives in Basic Calculus. It used the quasi-experimental design called the pretest posttest design. The participants were the 96 students from two classes of Grade 11 STEM students at the University of Mindanao. The instruments used were the adapted and improved rubric designed from two different research, a 25-item teacher-made problem-solving test questionnaire that was used in both pretest and posttest to measure the performance of the experimental and control group. The test questionnaire and rubric were both validated by 3 experts in the field with a result of very good, and it has a good internal consistency. The data gathered were summarized, translated, and analyzed using the mean scores of pretest and posttest. Findings showed that both the experimental and control group showed improvement, however, the experimental group who used rubric as a learning tool showed more significant improvement than control group. Thus, using a rubric as a learning tool in teaching Applications of derivatives is effective in improving students' academic achievement as it teaches students to develop their understanding of procedural knowledge.
The Effectiveness of Goal-Free Problems for Studying Triangle Similarity in Collaborative Groups
Author: Purnama, Pratama Wahyu
Date: 2021-01-00
Type: Journal Articles
Subjects: Problem Solving,Cooperative Learning,Geometry,Mathematics Instruction,Difficulty Level,Short Term Memory,Teaching Methods,Instructional Effectiveness,Grade 8,Junior High School Students,Cognitive Ability,Retention (Psychology),Scores,Mathematics Tests,Foreign Countries,Geometric Concepts

Similarity is a topic in Geometry which investigates similar elements of a plane. This topic has a high complexity that generates cognitive load in working memory. A deep understanding of the concept is needed to solve similarity problems. Based on cognitive load theory, learning by goal-free problems is suggested since it can minimize cognitive load. This research examined the effectiveness of presenting similarity inquiries using goal-free problems for learning by collaboration. Using a factorial design: 2 presentation techniques (goal-free vs. goal-given problems) x 2 groupings (collaborative vs. individual) in authentic classrooms, the experiment consisted of four consecutive phases: introductory, learning phase, retention test, and transfer test. One-hundred eleven eighth-graders from four classrooms in a junior high school in Yogyakarta, Indonesia, served as research participants. The findings showed that students who were learning using goal-free problems possessed significantly higher scores of retention and transfer tests, as well as experience lower cognitive load during both tests. On the contrary, it was found that studying individually yielded a significantly higher transfer score than studying collaboratively. Since there was no interaction effect, it may be concluded that goal-free problems can be effective for either collaborative or individual learning.
The Use of Teaching Media in Arabic Language Teaching during COVID-19 Pandemic
Author: Ahmadi
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Media,Semitic Languages,Language Teachers,College Students,Electronic Learning,Online Courses,Social Media,Videoconferencing,Educational Technology,Instructional Effectiveness,Usability,Affordances,COVID-19,Pandemics,Foreign Countries

The characteristic of Arabic Language which is unique and different compared to other foreign languages, has become certain issue for academic society, especially with this actual condition of COVID-19, it gives impact to both teachers and students. In university level, more specifically, in order to maintain teaching-learning process to be held, various kind of media are used to support the teaching and learning activities. This research aims for exploring and describing Arabic language teaching-learning online activities in IAIN Palangka Raya using qualitative method and case study. Data collecting methods used in this research are observations, interview and documentation. Research result shows that Arabic language teaching-learning online activities in IAIN Palangka Raya adopting online technology with platforms which based on social media and e-learning application. Those platforms are categorized into three: 1) WhatsApp Group, used for intensive communications between teacher and students related to teaching-learning activities; 2) Google Classroom, used for collecting assignments; and 3) Zoom Cloud Meeting, used for audio-visual media for learning topics which need significant explanation. These medias are used after consideration on ease of accessibility, hardware compatibility, communication features, process and cost needed to use them. The findings of this research describe that Arabic language teaching-learning online activities in IAIN Palangka Raya collaborate those three aforementioned applications so that creativity, innovation and motivation are growing even during Covid-19 pandemic situation.
How to Predict Good Days in Farming: Ethnomathematics Study with an Ethnomodelling Approach
Author: Umbaram, Uba
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematical Models,Cultural Influences,Agricultural Occupations,Prediction,Beliefs,Religion,Indigenous Knowledge,Foreign Countries,Ethnology

Mathematics cannot be separated from everyday life. The use of mathematical concepts in cultural activities can be studied through the ethnomathematics program. However, ethnomathematics research may not be able to provide noticeable results, especially in constructing mathematical modelling for pedagogical purposes. Ethnomodelling later became one of the concepts introduced as an approach in ethnomathematics research. Based on the cultural aspect, the ability to predict a good day in farming is included in the holistic concept of culture because it belongs to the knowledge system and belief system (religion) in the universal element of culture. The research was conducted using an ethnomethodological approach and a realist ethnographic design. Based on this, this research was conducted to describe the ability of the Cigugur indigenous people in Kuningan Regency to predict what days are considered good to start farming activities. Data were collected by using observation techniques, in-depth interviews, documentation, and field notes. Data analysis techniques are carried out in stages through content analysis, triangulation, and pattern search. Based on the study of ethnomathematics, research that is able to describe the mathematical ideas and practices of the indigenous Cigugur community can be classified into several fundamental mathematical dimensions including counting, finding, measuring, designing, and explaining. The use of the ethnomodelling approach in research can describe several mathematical concepts used by the concepts of numbers, sets, relations, congruence, modulo, and mathematical modelling.
Teaching Physiotherapy Students to Provide Feedback Using Simulation
Author: Dennis, Diane
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Therapy,Allied Health Occupations Education,Feedback (Response),Simulation,Teaching Methods,Peer Teaching,College Students,Student Attitudes,Foreign Countries

Healthcare professionals are responsible for providing education to both healthcare consumers and the peers with whom they work. As such, specific teaching skills must be developed during prelicensure training to facilitate the transition from classroom to clinical practise. The realistic environment that simulation-based learning (SBL) activities utilise is a powerful enabler of translating theory to practise. The aim of this study was to explore the experiences of prelicensure physiotherapy students acting in either peer teacher or peer learner roles during a peer-assisted learning (PAL) activity delivered using SBL. Following preparatory training, over two days in 2018, a group of six final-year physiotherapy students (peer teachers) taught concepts around communication to a group of 126 of their junior physiotherapy colleagues (peer learners) during an SBL activity. Data were collected from all participants using written reflections (peer teachers) and the &quot;Measure of quality of giving feedback scale&quot; (peer learners). Three themes emerged from open coding of written reflections: preparation and training, perceptions peer teachers held of themselves as teachers, and perceptions peer teachers held of their learners. These themes are described with verbatim quotations used to support coding choices. Peer teachers reported value from the training and teaching experiences and felt they met the challenges of peer teaching, particularly with respect to being adaptable to learner performance. Peer learners rated the feedback quality highly with frequencies of responses demonstrating an overall mean score of 6.3 out of a possible 7 (SD1.1) for all scale questions. Peer-assisted learning using simulation was a positive experience with a perception of reciprocal benefit from both groups.
The Impact of a Supplemental Instruction Program on Diverse Peer Leaders at a Two-Year Institution
Author: Hoiland, Sarah L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Supplementary Education,Program Effectiveness,Peer Relationship,Leadership Role,Two Year College Students,Hispanic American Students,Minority Group Students,Adults,Males,Community Colleges,Minority Serving Institutions,Academic Support Services,Skill Development,Study Habits,Notetaking,Test Preparation,Help Seeking,Goal Orientation,Sense of Community,Attitude Change

Supplemental Instruction (SI) is a peer-led academic support program in which SI Leaders help students develop study habits and note-taking strategies as well as facilitate test preparation. While the effects of SI on students receiving the instruction have been thoroughly investigated, there have been far fewer studies that have assessed the impact of SI on its Leaders. Furthermore, research on Leaders has yet to adequately consider community colleges or Hispanic-Serving Institutions (HSIs), or to employ qualitative methodologies. Thus, this paper details an SI program developed at a two-year HSI and the impact of the SI Leaders' experience via qualitative data analysis of structured, open-ended interviews. The majority of Leaders described shifts in long-term goals or changes in learning styles from individual learning and a desire to &quot;look smart&quot; to one that embraced asking for help, peer learning, and belonging. The data indicate a shift in academic mindset among Leaders, particularly among minority male and female adult learners and Latino males.