ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Augmented Reality-Based Interactive Multimedia to Improve Critical Thinking Skills in Science Learning
Author: Syawaludin, Ahmad
Date: 2019-10-00
Type: Journal Articles
Subjects: Computer Simulation,Critical Thinking,Skill Development,Thinking Skills,Science Instruction,Multimedia Instruction,Elementary School Teachers,Preservice Teachers,Earth Science,Teacher Education,Foreign Countries,Instructional Effectiveness,Problem Solving

This study aimed to describe the development of augmented reality-based interactive multimedia to improve the critical thinking skills of elementary school teacher education students in learning earth structure and fisheries material science. This type of research was research and development by Sukmadinata consisting of preliminary studies, model development, and model testing. The research subjects were elementary school teacher education students at Sebelas Maret University, Indonesia. The technique of collecting data used tests, questionnaires, and observations. The collected data was then analyzed qualitatively and quantitatively. Qualitative data analysis used the interactive models of Miles and Huberman and quantitative data analysis using a paired sample t-test. The results of the study show that the development of media products determines indicators of learning, programming, display, and curriculum. The main field test obtained ?value = 0.002&lt; 0.05, it can be decided that H0 rejected. Students think critically using augmented reality-based interactive multimedia better than before using it. At present, it is obtained interactive multimedia based on augmented reality that is feasible to use in accordance with the views of experts and users.
Students&apos; Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context
Author: Darjito, Hanandyo
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Reading Comprehension,College Freshmen,Academic Language,English (Second Language),Correlation

This research explores the correlation of first-year Indonesian university students' metacognitive reading awareness and their reading comprehension in academic English texts. This study was conducted in a regional university in Yogyakarta - Indonesia where students came from many parts of Indonesia and recognised English as an additional language. A mixed method explanatory design was used to answer the study's research questions administered to 373 student-participants of five humanities departments. Academic English reading tests were conducted using paraphrasing recall protocol and a survey on the students' metacognitive awareness was managed. The findings indicated that there is no significant correlation between the students' metacognitive reading awareness and their academic English reading comprehension. The students were categorised in low-cohort of reading proficiency although their metacognitive reading awareness scores were high. The students mainly used metacognitive reading awareness related to finding out the meaning of words which was confirmed in the focus group interviews with the students. This research is part of a PhD research at Charles Darwin University.
Development of Critical Thinking Skill Instruments on Mathematical Learning High School
Author: Harjo, Budi
Date: 2019-10-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Test Construction,Test Validity,Test Reliability,High School Students,Secondary School Mathematics,Foreign Countries,Learning,Cognitive Tests

The purpose of this study is to develop instruments of critical thinking skills that meet the validity, reliability, and criteria for good items. This research includes development research which consists of the design and implementation stages. The analysis in the study used quantitative analysis with the Confirmatory Factor Analysis (CFA) Technique. The results showed that the value of t value&gt; 1.96 (a &lt;0.05) which means that each significant item measures critical thinking skills. The value of person reliability of 0.75 and item reliability of 0.94 means the consistency of the answers from the good subject. The quality of the items was analyzed using the QUEST program, indicating that the index estimates of the difficulty of the items ranged from -1.65 to 1.55 means that there is no problem that is too difficult or too easy, and is classified as a good item. MNSQ's INFIT value ranges from 0.86 - 1.14 which means that the items match the Rasch model. Outfit value for each item ranged from -1.2 - 1.7 (t = 2.00) which means that all items were received.
Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for Teachers
Author: Baines, Penelope
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Teacher Attitudes,Teaching Methods,Inclusion,Teacher Effectiveness,Parent Attitudes,Educational Practices,Cooperative Planning,Problem Solving,Knowledge Level,Family School Relationship,Negative Attitudes,Student Needs

According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD). Despite this prevalence, Goodall (2014) notes &quot;…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential&quot; (p. 133). This research review considers three studies relating to learners with ASD in the context of Aotearoa New Zealand. Goodall (2014) revealed that teachers struggle to view these students as learners with potential and were subsequently unable to provide appropriate learning opportunities. Goodall presents strategies for establishing an inclusive environment and examines factors that facilitate effective teaching of students with ASD. Bevan-Brown (2010) presents the viewpoint of 137 parents of children with ASD. They outlined strategies that proved successful with their children in a school setting. The third study, Kelly (2008), presents findings from an extensive two-year action research project commissioned by the Ministry of Education. This study aimed to identify and promote effective practices around educational outcomes for young people with ASD.
Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children
Author: Cabrera-Solano, Paola
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Teachers,Elementary School Students,Foreign Countries,Student Motivation,Anxiety,Self Efficacy,Memorization,Student Attitudes,Elementary School Teachers,Language Teachers,Grade 1,Grade 2,Grade 3,Grade 4

This study was conducted to identify teachers' and students' perceptions regarding the internal factors that influence English as a Foreign Language (EFL) learning in the southern region of Ecuador. The participants were 257 children, who answered a questionnaire about motivation, anxiety, willingness, self-efficacy and memorization when learning English skills. The English classes that these students took were observed during a three-month period. In addition, eight teachers were interviewed in order to know their views about the students' internal factors in EFL learning. After analyzing the data quantitatively and qualitatively, the results evidenced that, according to the participants' perceptions, motivation decreases depending on the students' age and the type of skills. Furthermore, anxiety when speaking in front of the class and doing listening activities increases as the students get older. Students are also self-efficient in the classroom, and they recall what they have learned. All the implications that can be derived from these factors should be carefully analyzed by educational stakeholders in order to help students succeed in the learning process.
Roles of Self-Directed Learning and Social Networking Sites in Lifelong Learning
Author: Salleh, Umi Kalsum Mohd
Date: 2019-10-00
Type: Journal Articles
Subjects: Independent Study,Social Networks,Lifelong Learning,Masters Programs,Graduate Students,Doctoral Students,Foreign Countries,Role,Structural Equation Models,Correlation

The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.
The Analysis of Student Metacognition Skill in Solving Rainbow Connection Problem under the Implementation of Research-Based Learning Model
Author: Dafik
Date: 2019-10-00
Type: Journal Articles
Subjects: Metacognition,Problem Solving,Foreign Countries,Experimental Groups,Control Groups,Thinking Skills,Pretests Posttests,Learning Processes,Models,College Students,Mathematics Education

The study aims to investigate the analysis of student metacognition skill in solving the rainbow connection problem under the implementation of the research-based learning model. The method used in this study is a mixed method. The research subjects were the 4th semester of students of higher education consisting of 30 students of experimental class and 45 students of the control class. The instruments of this research are a test, an observation, and an interview. Quantitative method is applied to analyze the difference of student achievement result among two classes, while the qualitative method is applied to analysis the students' metacognitive skills. The results show that there are significant differences between the two classes that applied research-based learning and conventional learning models. The conventional model refers to student-centered learning of Think-Pair- Shares (TPS) model. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the pre-test was 0.000 or a = 0.05. It implies that the implementation of RBL significantly affects the students' metacognition skill in solving the rainbow connection problem.
Physical Education Teacher&apos;s Job Satisfaction and Burnout Levels in Relation to School&apos;s Sport Facilities
Author: Kroupis, Ilias
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Job Satisfaction,Teacher Burnout,Physical Education Facilities,Measures (Individuals),Teacher Promotion,Teacher Salaries

The purpose of this study was (a) to assess job satisfaction and burnout among Greek Physical Education (PE) teachers and (b) investigate how school sport facilities affect their job satisfaction and burnout levels. Two hundred and eighty-two Greek PE teachers, aged from 24 to 65 years old, participated in the study. Their working experience ranged from one to 37 years. The Employee Satisfaction Inventory (Koustelios &amp; Bagiatis, 1997) was employed to assess job satisfaction and the Maslach Burnout Inventory (Maslach &amp; Jackson, 1986) for the measurement of burnout. The results revealed that Greek PE teachers seem to be more satisfied by work itself and supervision and dissatisfied by promotion and even more by pay while experiencing medium to low burnout. Furthermore, Greek PE teachers who work in schools with very satisfactory sport facilities seem to be more satisfied in comparison to Greek PE teachers who work in poor sport facilities. Finally, Greek PE teachers who work in schools with very satisfactory sport facilities seem to experience lower burnout levels. It is thus recommended that schools should have the best sport equipment possible, for more satisfied, less burned-out PE teachers.
Investigating Student&apos;s Acceptance of an EDMONDO Content Management System
Author: Zain, Farah Mohamad
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Computer Attitudes,Positive Attitudes,Web Based Instruction,Technology Uses in Education,Student Attitudes,Teaching Methods,Management Systems,Course Content

The aim of this study is to examine the factors that influenced the use of Edmodo content management system to support the teaching and learning in a flipped classroom context. Using an extended technology acceptance model (TAM), we adopted a revised model consisting of two external factors (Content Quality and Motivation) that may influence students' perceptions and acceptance of the system. A total of 42 students were involved in this study. The students attended a course in a flipped classroom environment. The findings of the study utilizing the multiple regression analysis revealed that the Edmodo content management system was well accepted where the Content Quality acted as a good external factor and able to predict the students Perception of Usefulness and Perception Ease of Use. As for Motivation, it was found that there was no positive relationship with the Perception of Usefulness.
Massive Open Online Learning (MOOC) Benefits and Challenges: A Case Study in Jordanian Context
Author: Aljaraideh, Yousef
Date: 2019-10-00
Type: Journal Articles
Subjects: Online Courses,Mass Instruction,Case Studies,Foreign Countries,College Faculty,Teacher Attitudes,Barriers,Teaching Methods,Educational Opportunities,Educational Benefits,Gender Differences,Academic Rank (Professional),Validity,Reliability,Higher Education

This study aims to identify the challenges and benefits of Massive Open Online Learning (MOOC) as perceived by the faculty members at Jerash University. A descriptive approach was used for collecting data. The sample of the study consists of (130) faculty members were chosen from all faculties at Jerash University. The findings have indicated that faculty members face several barriers when using MOOC. In addition, there is statistically significant difference between the genders on MOOC. The results also reveal that faculty members perceived MOOC as a great advantage for the users. Likewise, professors confirm that MOOC provides better learning opportunities than their counterparts. Finally, this study recommends all the higher learning education should introduce and implement MOOC for its numerous advantages.
The Effect of Different Ways in Presenting Teaching Materials on Students&apos; Mathematical Problem Solving Abilities
Author: Sari, Nenden Mutiara
Date: 2019-10-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Teaching Methods,Grade 8,Junior High School Students,Foreign Countries,Instructional Materials,Skill Development,Instructional Effectiveness

This study aimed to investigate the effects of different ways of presenting teaching materials on enhancing mathematical problem-solving abilities. This research was obtained using a quasi-experimental design with the non-equivalent control group design. The study population was all eighth graders enrolled in public junior high schools (SMP) in the city of Cimahi, Indonesia. There are 11 schools in total. Stratified random sampling and random sampling group techniques were used to select nine groups from 3 school categories. The instruments used were instruments of mathematical problem-solving ability tests, and observation sheets. The first experimental group was given exploration teaching materials presented through the snow-cube throwing learning model. The second experimental group was given exploration teaching materials presented in sheets of paper. The control group was given expository learning without exploration teaching materials. Data on mathematical problem-solving abilities were collected using tests distributed before and after learning. Research data were analyzed using descriptive and inferential statistics. The results of the study show that the different ways of presenting
Effect of Instructional Models and Interpersonal Intelligence on the Social Studies Learning Outcomes
Author: Abas, Muhamad
Date: 2019-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Models,Social Studies,Outcomes of Education,Foreign Countries,Reciprocal Teaching,Interpersonal Competence,Direct Instruction,Elementary Education,Preservice Teachers

This study aims to determine the effect of instructional models and interpersonal intelligence on social studies learning outcomes. The study was conducted in the department of primary education of Halu Oleo University, Kendari, Indonesia. 112 students of primary education at Halu Oleo University in the fourth semester are the population of this study. This research is quasi-experiment with treatment by level. Classes were chosen randomly with 38 students in both controlling and experiment class. As much as 22 students with high and low interpersonal intelligence from both classes are the sample of this research. While the data of learning outcome are gained by multiple choice test, interpersonal intelligence data are taken by questionnaire. The data are then analyzed by ANOVA and Tukey test. The results show that there are differences in student learning outcomes between those taught with reciprocal instruction models and direct instruction models. There is an interaction between instruction models and interpersonal intelligence. The Tukey test results show that reciprocal instruction models have a better effect on students who have high interpersonal intelligence. However, the direct instruction model has a better effect on students who have low interpersonal intelligence.
Investigating Cooperative Learning Model Based on Interpersonal Intelligence on Language Learners Skill to Write Article
Author: Sutarman
Date: 2019-10-00
Type: Journal Articles
Subjects: Writing (Composition),Learning Processes,Writing Processes,Student Motivation,Models,Writing Skills,Cooperative Learning,Interpersonal Competence,Program Effectiveness,Junior High School Students,Foreign Countries

This study aims to investigate and create a writing learning process that can generate both motivation and results from writing activities. The effectiveness of this model can be seen from students' improvement both the quality of the process and the results of writing learning. Based on preliminary study, this study found a number of data about writing learning. The findings covered students' low writing ability, their learning was still results-oriented rather than process, the learning approach is individual and has not optimized the potential of student interaction and collaboration, and the was only one draft as a product. To overcome the issues mentioned, this study proposes the model of cooperative learning based on interpersonal intelligence. The study applied quasi-experimental, with control groups and experimental groups given pretests and posttests. This study found that there was a significant increase in students' article writing ability. Their development in writing ability can be seen from aspects of content, organization, language, writing mechanics. In terms of the principle content of interpersonal skills, they experienced a significant increase. The implication of this study is to enable language teachers to deliver writing skill teaching to their language learners especially in their article writing.
Development of Living Values (Honesty) Assessment Instrument in Learning Process
Author: Sarah, Siti
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Processes,Physics,Science Instruction,Science Teachers,Cheating,Values,High School Students,Parents,Ethics,Grade 10,Grade 11,Grade 12

The cheating among students shows a low value of honesty. A learning process in high school loaded with living values, namely honesty. This study aims to produce instruments to measure honesty in the learning process that is valid and reliable. The research used for research and development methods with 8 steps, namely (1) determining instrument specifications, (2) compiling, (3) choosing a measurement scale, (4) scoring, (5) examining, (6) limited experiment, (7) analyzing, and (8) concluding. The first trial involved 1167 parents of high school students in x class. A second trial involved 1261 parents of high school students on xi and xii class. Respondents lived in Wonosobo Regency, Indonesia. The research instruments included a questionnaire, observation, and interview instruction sheets. Data were analysed by expert judgment and explanatory factor analysis. Research produces valid and reliable instruments to measure honesty. A questionnaire with 4 items have Alpha's Cronbach coefficient 0.840. The observation consisted of 3 items with very good criteria. The interview guide has fulfilled the content validity after being corrected based on expert advice. The implication of the study is the students' honesty can be measure early so as not to develop into dishonest behaviour and lead to criminal acts.
A Stepwise Inquiry Approach to Improving Communication Skills and Scientific Attitudes on a Biochemistry Course
Author: Wildan, Wildan
Date: 2019-10-00
Type: Journal Articles
Subjects: Inquiry,Control Groups,Experimental Groups,Scientific Attitudes,Communication Skills,Biochemistry,Foreign Countries,Science Instruction,Science Laboratories,College Students,College Science,Curriculum Implementation

The present study aims to examine the implementation of a stepwise inquiry approach to improving communication skills and scientific attitudes. Stepwise inquiry comprises structured inquiry, guided inquiry, and open inquiry. The variables measured were communication skills and scientific attitudes. The construct used to measure communication skills involved written, verbal, and social communication skills, along with scientific attitude indicators including curiosity, openness of mind, objectivity, honesty in reporting results, responsibility, and mutual respect. The design of the study employed a posttest-only control group design with an experimental class of 20 students and a control class of 21 students. The effect of stepwise inquiry implementation was analyzed using MANOVA. The results reveal that the classes implementing stepwise inquiry had higher scores for communication skills and scientific attitudes than those undertaking expository approaches. The implementation of stepwise inquiry significantly affects the scores of scientific communication and attitude skills based on MANOVA analysis. The involvement of students independently in the investigation process increases their ability to construct knowledge and build arguments, in addition to increasing their motivation for learning. This established motivation enables the formation of positive attitudes, such as scientific attitudes, in the students.