ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Inquiry Based Ethno-Constructivism Learning Module to Improve Students&apos; Critical Thinking Skills and Attitudes towards Cultural Values
Author: Syahrial
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Constructivism (Learning),Learning Modules,Cultural Awareness,Values,Critical Thinking,Thinking Skills,Undergraduate Students,Preservice Teachers,Elementary Education,Conventional Instruction,Lecture Method,Printed Materials,Foreign Countries,Positive Attitudes,Instructional Effectiveness

Purpose: Critical thinking and student attitudes are pertinent to 21st century learning of cultural values which is still very low. Research with a focus on improving these skills and attitudes using inquiry-based approaches are very limited. This research aimed to improve critical thinking and student attitudes of elementary school teacher education students with an inquiry-based learning model assisted by the ethno-constructivism module against the traditional printed teaching materials used in lectures. Methodology: This study used experimental quantitative design where the sample was selected using the purposive sampling technique. The sample of 68 participants was equally divided into one experimental group (n = 34), who was taught by the inquiry-based learning model and one control group (n = 34), taught using traditional teaching materials. Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and one attitude questionnaire were used as research instrument. Data was analyzed using SPSS 21 application to achieve descriptive statistics in the form of mean, min, max, and categories and inferential statistics for independent sample t-test (t-test). Findings: A significant difference in terms of critical thinking skills and students' attitude was found between the control and the experimental groups. The experimental group treated through the inquiry-based ethno-constructivism module was found having superior critical thinking skills and attitudes towards learning cultural values as compared to the students of control group. Implications for Research and Practice: The implementation of inquiry-based learning model assisted by the ethno-constructivism module is proven as an effective method to encourage critical thinking and developing positive attitude among elementary school teacher education students. Pre-service teachers need to be given the opportunity to develop direct experiences and thoughts about cultural values and devise activities to teach these values. The teachers must also introduce the inquiry-based learning in developing their teaching tools.
Investigation of Students&apos; Metacognitive Awareness Failures about Solving Absolute Value Problems in Mathematics Education
Author: Adinda, Anita
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Problem Solving,Failure,Undergraduate Students,Algebra,Mathematics Education,Measures (Individuals),Recall (Psychology),Attention,Foreign Countries

Purpose: Metacognitive awareness plays an important role in assisting students to solve problems because it affects their reasoning in assessing their thinking results. This research aims to investigate students' metacognitive awareness failures about solving absolute value problems in Mathematics Education. Methodology: It is qualitative research with 38 subjects of the fifth-semester students of Mathematics Education at the State Islamic University of Maulana Malik Ibrahim Malang. The materials included designing a Metacognitive Awareness Scale, a math assignment sheet related to the absolute value problem and a semistructured interview sheet. Findings: It was found that there was a significant failure, and 3 students were sampled from who had experienced different metacognitive awareness failures in solving absolute value problems. The study also proved students' inability to be aware of mistakes in determining problems, algebraic process, and their inability to know that what they carried out was wrong. Implications for Research and Practice: This research has implications for teachers, lecturers, and students to utilize the findings of the study in understanding students' metacognitive awareness failures in solving mathematical problems, especially in working on absolute value problems. This is also a reference for teachers on how to teach absolute value problems so that students do not experience metacognitive awareness failure when solving problems.
Pre-Algebra Students&apos; Performance Locating and Interpreting Data in Graphs and Maps
Author: Rosenblum, L. Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Data Interpretation,Visual Aids,Visual Impairments,STEM Education,Elementary School Students,Middle School Students,High School Students,Mathematical Concepts,Direct Instruction,Intervention

Introduction: Developing graphicacy skills is important for students with visual impairments if they are to succeed in science, technology, engineering, and mathematics (STEM) content. Teachers of students with visual impairments report that they lack resources to use in teaching students graphicacy skills. Methods: Forty-one students with visual impairments in grades 5-10 completed a pretest, intervention, and posttest designed to evaluate their skills locating and interpreting graphical data. Videos of the pre- and posttests were scored using a researcher developed instrument. Results: Following intervention, there was a significant difference in students' ability to use descriptors and mathematical terms when exploring graphs and a map. Students answered significantly more questions correctly from pre- to posttest. Discussion: Students who receive direct instruction in how to locate and interpret data in graphs and maps can improve their level of independence in STEM classes. Use of an intervention that targets the development of graphicacy skills has been found to be effective. Implications for practitioners: More research is needed to determine effective hand strategies students should use when exploring different types of graphics.
Experiences Building Graphics Literacy Skills: Interviews with Teachers and Students
Author: Rosenblum, L. Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Program Effectiveness,Intervention,Skill Development,Thinking Skills,Blindness,Visual Perception,Student Attitudes,Teacher Attitudes,Graphs,Handheld Devices,Telecommunications,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Educational Technology,Technology Uses in Education,Visual Aids,Braille,Generalization,Mathematics Instruction

Introduction: Participants' perspectives are valuable in evaluating the effectiveness of an intervention. Methods: Interviews were conducted with teachers of students with visual impairments and students who completed an intervention designed to build graphics literacy skills. Results: Six themes were identified with corresponding subthemes. The intervention was reported to build students' graphics literacy skills. Discussion: Some students were able to generalize the strategies they learned to academic classes. Higher-level thinking skills challenged some students. Implications for practitioners: A systematic approach beginning early can increase students' graphics literacy skills. Teachers should provide ongoing opportunities for thinking and regulation of learning.
The Expansion of Sociocultural Theory-Oriented Mathematical Learning Model
Author: Ardana, I Made
Date: 2021-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Learning Theories,Student Attitudes,Mathematics Instruction,Mathematics Tests,Instructional Effectiveness,Models,Teaching Methods,Learning Activities,Cooperative Learning,Foreign Countries,Values Education,Ethics,Prosocial Behavior,Self Esteem,Elementary School Students

The research aim was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with &quot;Tri Hita Karana&quot; insight that is valid, practical, and effective in developing the good character of students in learning mathematics. This research was a research and development with reference to the development of Plomp. The data collection techniques used tests and questionnaires. The results showed that: (1) the Sociocultural Theory-oriented Mathematics Learning Model with &quot;Tri Hita Karana&quot; insight is valid, practical, and effective to use to develop the good character of students; (2) there was an increase in the good character of students from the category 'sometimes shows good behavior according to the &quot;Tri Hita Karana&quot; aspect and often behaves not in accordance with the &quot;Tri Hita Karana&quot; aspect' to the category 'often and consistently shows good behavior according to the &quot;Tri Hita Karana&quot; aspect'; and (3) positive student responses to learning.
What Factors Affect Middle School Students&apos; Perceptions of Inquiry Learning towards Science?
Author: Vekli, Gulsah Sezen
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Inquiry,Science Instruction,Gender Differences,Instructional Program Divisions,Academic Achievement,Family Income,Socioeconomic Status,Parent Background,Educational Attainment,Technology Uses in Education,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Computer Use

This study determines perceptions of middle school students' inquiry learning skills towards science change according to different variables. In line with purpose, it aims to realize what should be done to develop this perception by questioning the factors that affect students' perceptions of science-related inquiry skills and contribute to the training of students who question more in science lessons. Based on the survey, the data were obtained from the Scale of Inquiry Learning Skills Toward Science and the personal information form. These instruments were applied to 667 middle school students attending two middle schools. The data were analyzed statistically by using the Mann-Whitney U and Kruskal-Wallis H tests. It was determined that the perceptions of middle school students' inquiry learning skills towards science differed according to their gender, grade level, academic average, family income level, mother and father education level, frequency of using technology.
Ideas in Practice: Service Learning to Motivate College Writers
Author: Furness, Rachelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,Developmental Studies Programs,College Freshmen,Student Motivation,Writing Instruction,Reading Instruction,Integrated Curriculum,Minority Serving Institutions,Relevance (Education),Social Justice,Reflection,Personal Autonomy,Self Efficacy

In this article, the authors describe an approach for embedding service learning into developmental reading and writing curricula to assist new college students in overcoming reluctance to write. The authors first present an overview of literature pertaining to the interrelated nature of motivation, reflection, and opportunities for student choice as the foundation for a service-learning approach. Copious examples from a first-year in college developmental, integrated reading and writing course are then used to illustrate how service learning can provide reluctant writers with highly motivating instructional activities that support their development as college writers.
Academic Vocabulary: A Developmental Reading Research Agenda
Author: Francis, Michelle Andersen
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Language,Literacy Education,Remedial Instruction,Reading Comprehension,College Readiness,Vocabulary Development,College Students,Educational Change,Morphology (Languages),Correlation,Academic Achievement,Teaching Methods,Reading Instruction,Models,Instructional Effectiveness,Content Area Reading

The face of developmental reading is changing. Yet, the mission does not change: Students must be prepared to tackle academic texts if they are to be successful in college, and this is the essence of academic literacy instruction. Developmental reading professionals must have a deep understanding of academic vocabulary acquisition. Unfortunately, there has been a dearth of current research on academic vocabulary in the field. By looking to related research beyond the field, though, professionals in the field can think about how to shape future research to help find answers specific to college students. This manuscript aims to do just that by offering a brief critical literature review on academic vocabulary across educational levels and contexts in order to highlight what might be modified and/or reexamined for the college level.
Analysis of Turkish Science Education Curricula&apos;s Learning Outcomes According to Science Process Skills
Author: Ozkan, Gulbin
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Science Curriculum,Outcomes of Education,Science Process Skills,Curriculum Evaluation,Elementary School Science,Secondary School Science,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are &quot;measuring&quot; and &quot;hypothesizing&quot; dimensions, while the most common are &quot;data interpreting&quot; and &quot;inferring&quot; dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.
Universitas Negeri Semarang&apos;s Readiness in Carrying out Vocational Education
Author: Handoyo, Eko
Date: 2021-00-00
Type: Journal Articles
Subjects: Readiness,Vocational Education,College Administration,College Faculty,Departments,Educational Facilities,Educational Policy,Public Colleges,College Graduates,Labor Market,Budgets,Curriculum Implementation,Foreign Countries

This study aims to analyse (1) the support system in carrying out vocational education, (2) the readiness of faculties and departments to administer vocational education and (3) the suitable implementation model of vocational education for UNNES. The research data were collected through interviews, observations and focus group discussions. The data analysis was obtained in a qualitative interactive manner using data reduction methods, data presentation and drawing conclusions, as well as verification. The results showed that the implementation of vocational education has an internal support system, namely the leadership commitment of UNNES, faculties and departments, the availability of learning facilities and infrastructure, the availability of curriculum, the availability of lecturers and educational staffs and the availability of budget. The external support systems are the link and match policy, for example, opening 100 polytechnics and accepting civil servants from the diploma programme, Universitas Negeri Semarang faculties and departments are quite ready to administer vocational education.
Do Geometry Self-Efficacy and Spatial Anxiety Predict the Attitudes towards Geometry?
Author: Yorulmaz, Alper
Date: 2021-08-00
Type: Journal Articles
Subjects: Geometry,Self Efficacy,Spatial Ability,Anxiety,Prediction,Student Attitudes,Preservice Teachers,Elementary School Teachers,Foreign Countries

Self-efficacy and spatial anxiety towards geometry are stated to be effective to improve teachers' attitudes towards geometry. Therefore, it is necessary to determine the effect of geometry self-efficacy and spatial anxiety on attitude towards geometry. This determines the extent to which the pre-service primary school teachers' geometry self-efficacy and spatial anxiety predict their attitudes towards geometry. The study used the cross-sectional survey model and the sample was determined with the convenience sampling method. The sample consists of 165 pre-service primary school teachers attending a state university. To collect the data, the geometry self-efficacy scale, the spatial anxiety scale, and the geometry attitude scale were used. Multiple regression analysis was conducted in the data analysis to explain the predictors of the attitude towards geometry. It was found that the pre-service teachers' geometry self-efficacy beliefs and spatial anxiety were high while their geometry attitude was medium. Their geometry self-efficacy positively and significantly correlated with the attitude towards geometry and negatively and significantly correlated with spatial anxiety. While the sub-dimensions of geometry self-efficacy; positive self-efficacy beliefs, use of geometry knowledge, and negative self-efficacy beliefs had positive effects on the attitude towards geometry, spatial anxiety had a negative effect on the attitude towards geometry.
Implementation of Community-Based Education Management: A Case Study of Islamic Boarding Schools in Bengkulu City, Indonesia
Author: Zulkarnain, Zulkarnain
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Schools,Boarding Schools,School Administration,Community Education,Administrative Organization

The purpose of this study is to reveal the objective conditions and characteristics of Islamic boarding school management as a model of community-based education in Bengkulu City. This study uses a qualitative approach, the method used is a single instrumental case study. The data collection process used: (1) in-depth interviews; (2) participatory observation; and (3) documentation study. The data analysis technique is domain analysis by focusing on terms, semantic relationships, and the phrases they cover. The results and research findings show that Islamic boarding school management as a model of community-based education in Bengkulu City needs to be addressed regarding management according to good and correct management principles, which have been using full authority and top leader charisma. Given that Islamic boarding school is a type of community-based education, the application of management must pay attention to the aspects of management that apply to community-based education.
Improving Primary School Teachers&apos; Competence in Teaching Multi-Literacy through RADEC-Based Training Programs
Author: Imran, Muhammad Erwinto
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Children,Teacher Education,Teacher Competencies,Knowledge Level,Skill Development,21st Century Skills,Multiple Literacies,Teaching Methods,Program Effectiveness,Mentors,Private Schools,Foreign Countries

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read-Answer-Discuss-Explain-Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers' knowledge of multi-literacy learning and teachers' skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers' ability in teaching multi-literacy.
Local Wisdom-Based Character Education for Special Needs Students in Inclusive Elementary Schools
Author: Syamsi, Ibnu
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Teaching Methods,Inclusion,Students with Disabilities,Game Based Learning,Foreign Countries,Values Education,Normalization (Disabilities),Student Empowerment,Culturally Relevant Education,Indigenous Populations

The research aims to describe how local wisdom can be orchestrated in the well-implemented character education for inclusive elementary schools (ESs). A total of 50 teachers and 200 students from 50 inclusive ESs in four districts and one municipality in Indonesia participated in the study. The data, collected by conducting interviews, observation, and documentation, were analyzed by means of qualitative descriptive techniques. There were three major themes identified. Students preferred traditional games as their favorite means of learning. Togetherness in team-based games encouraged the students to see their special needs differences as normal. Furthermore, the accessibility of the traditional games' tools empowered the students. These findings suggest that traditional children's games are to be elaborated and used to support the local wisdom-based character education in the inclusive ESs, and teachers are to initiate and develop the use of various locally originated children's games to enhance character education.
Moral Policy = Good Economics: Lifting up Poor and Working-Class People--And Our Whole Economy
Author: Barber, William J., II
Date: 2021-00-00
Type: Journal Articles
Subjects: Moral Values,Public Policy,Equal Education,Activism,COVID-19,Pandemics,Unemployment,Economic Climate,Global Approach,Corporations,Minimum Wage,Social Stratification,Poverty,Quality of Life,Labor Market,Civil Rights,Unions,Insurance,Health Insurance,Taxes,Voting

When the coronavirus pandemic arrived, the United States was already deeply unequal. Before the pandemic, 140 million Americans were poor or near poor, living just one emergency above the poverty line. Inequality in the United States did not happen suddenly and cannot be explained as the consequence of individual failures; rather, decades of public policies brought the United States to this point, making the rich richer at the expense of everybody else. This article is a collaboration between the Poor People's Campaign: A National Call for Moral Revival--a moral movement rooted in the legacy of Rev. Dr. Martin Luther King Jr. that is organizing around the needs and demands of the 140 million--and the Economic Policy Institute (EPI)--an independent, nonprofit, nonpartisan organization that uses economic research and analysis to understand and improve the economic conditions of workers and their families. In this article, the authors evaluate the public policies that shaped the preexisting conditions of the pandemic, policies that were by no means accidental or morally neutral, and lay out the policies that are needed to counter and reverse the status quo, including the heightened suffering from the pandemic.