ethanporcaro/eric-fulltext-meta huggingface dataset:
The Creation of Teaching Aids for Disabled Students as Mathematical-Thinking-Imaginative Product
Author: Sugiman
Date: 2020-07-00
Type: Journal Articles
Subjects: Students with Disabilities,Teaching Methods,Mathematics Instruction,Mathematics Teachers,Teacher Competencies,Special Schools,Inclusion,Student Rights,Access to Education,Mathematics Skills,Creativity,Foreign Countries

Children with Disabilities (CwD) have the same rights to get a fundamental education. Thus, it is necessary the teaching aids for CwD as a mathematical thinking-imaginative product to achieve joyful learning. This research problem is: How are the designs and results of the application of the teaching aids for CwD in joyful learning as a form of imaginative growth in mathematical thinking? The objectives of this research: (1) To foster imaginative mathematical thinking of students of Mathematics Education (2) To test whether the design of teaching aids is suitable for CwDs in ES. (3) to test whether the use of teaching aids produced can improve CwD learning outcomes in an Joyful Learning atmosphere. This mean research activities are: (1) students of Mathematics Education of UNNES design and make teaching aids for CwD; (2) apply teaching aids made at Extraordinary School (ES). The main conclusion are: (1) Imaginative in mathematical thinking of Mathematics Education students began to grow. (2) The teaching aids has been proven suitable for CwD in ES. (3) The teaching aids that are produced as evidence of the imaginative growth of students' mathematical thinking in helping Joyful Learning at ES.
Why I&apos;m Bored in Learning? Exploration of Students&apos; Academic Motivation
Author: Graciani Hidajat, Helga
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Motivation,Learning Motivation,Social Cognition,Academic Achievement,Teacher Education Programs,Undergraduate Students,Goal Orientation,Social Support Groups,Anxiety,Self Efficacy,Grounded Theory,Student Attitudes,Foreign Countries

Academic motivation has been a mushrooming issue in educational research. Geared under social cognitive theory, this study was designed to investigate the dynamics of students' academic motivation. A qualitative approach and a grounded theory were employed in this study. One-hundred-and-two students (henceforth, participants) from teacher training and education program were recruited. Data were obtained from focus group discussion. In addition, in-depth interviews were done to four selected participants. Trustworthiness was gained from repeated checking of the data categories and verification was done to assure the internal data consistency. The results of this study suggested that students' academic motivation was dynamic, moving from amotivation condition to intrinsic motivation which was affected by social support, goal orientation, achievement anxiety, and self-efficacy. This study concluded that academic motivation was dynamic and ongoing process. This process was influenced by intrinsic and extrinsic factors.
Applying Self-Regulated Learning Intervention to Enhance Students&apos; Learning: A Quasi-Experimental Approach
Author: Suhandoko, Astri Dwi Jayanti
Date: 2020-07-00
Type: Journal Articles
Subjects: Self Management,Intervention,Undergraduate Students,Foreign Countries,Elementary Education,Questionnaires,Learning Strategies,Academic Achievement,Program Effectiveness,Preservice Teachers,Skill Development,Preservice Teacher Education,Student Motivation

This study investigated the effect of intervention associated with self-regulated learning (SRL) to 84 undergraduate students at Universitas Negeri Jakarta (UNJ), Indonesia. The respondents originate from department of primary education (PGSD) who enrolled development of learner's course. This study utilized quasi experimental design support with Motivational Strategies for Learning Questionnaire (MSLQ) as pre-test and post-test instrument. Based on ANCOVA and correlation coefficient result revealed that (1) the undergraduate students who receive self-regulated learning strategies intervention have greater academic performance; (2) there was significantly different between pre-test and post-test result of SRL variables in experimental group; (3) there were correlations among SRL variables on experimental group's post-test result (i.e., academic cognition, academic motivation and academic behavior strategies; and (4) the intervention has an impacted for experimental group regarding their pre-test and post-test result among three variables of SRL.
A Longitudinal Study for the Relationship between Motor Coordination and Body Mass Index in Primary School Children
Author: Doloma, Dimitra
Date: 2020-07-00
Type: Journal Articles
Subjects: Psychomotor Skills,Correlation,Elementary School Students,Children,Motor Development,Gender Differences,Physical Activity Level,Foreign Countries,Obesity,Physical Activities,Performance Tests,Physical Education

The purpose of the present study was to examine: a. the development of primary school students' motor coordination (MC) within three years, b. gender as a crucial factor of this development, c. the relationship between MC and Body Mass Index (BMI). Students' performances as well as the BMI of 20 boys and 22 girls were measured throughout a three-year period. Students' MC was evaluated with Körperkoordination Test für Kinder (KTK) a test with four subtests in order to evaluate Motor Coordination (MC) of 5-14-year-old children. Results indicated that: a. the MC increased during the two first years of program b. that there was a negative correlation between BMI and KTK results/every year: Increases in BMI were correlated with decreases in a rating of KTK results/every year c. there was a statistically significant interaction between motor coordination and BMS. From the analysis of the results and the discussion that followed we came to the following conclusions: a. the participation in organized physical activities could help students who were at the first and second class to improve-develop their motor coordination, b. the increase in body mass index had a negative impact on the size of children's knee joints, c. the body mass index can successfully predict the extent of the knee joint and the gender of the boys contributed to this prediction.
Does the Teaching and Learning Process in Primary Schools Correspond to the Characteristics of the 21st Century Learning?
Author: Sumardi, Lalu
Date: 2020-07-00
Type: Journal Articles
Subjects: 21st Century Skills,Elementary School Teachers,Foreign Countries,Student Centered Learning,Teaching Methods,Technology Integration,Critical Thinking,Problem Solving,Cooperative Learning,Teacher Competencies,Instructional Effectiveness,Technological Literacy

This paper sheds some light on the extent to which the teaching and learning process in the primary school context has met the characteristics of 21st-century learning, and factors affecting it. This case study research garnered the data from 120 elementary school teachers of 40 primary schools, 20 of which were municipal primary schools, while the other half were peripheral. The data, collected through observation and interview, were analyzed using the interactive model and quantitatively descriptively presented. The empirical evidence showed that the process of teaching and learning performed by more than half of the primary school teachers did not feature the 21st century learning. Most of the instruction adopting teacher-centered learning (59,17%), use of conventional methods (59.17%) resulting in less development of students' high-order thinking (HOT), the absence use of technologies in teaching and learning (100%), and disconfirm of students' learning development at primary level (53,33%). However, the teachers were found to have some strength in terms of content mastery (95%) who could explicitly and completely deliver the materials in the class. The absence of the digital infrastructure in the schools and lack of pedagogical and technological knowledge and understanding of students' development remained the challenges in catering to the characteristics of 21st century learning in the classrooms. The implication of this condition is that students in Indonesia lag behind other countries in mastering science and technology.
Effectiveness of Environmentally-Based Science Learning towards Environmentally-Friendly Character of Students in Coastal Area
Author: Nusantari, Elya
Date: 2020-07-00
Type: Journal Articles
Subjects: Science Education,Environmental Education,Instructional Effectiveness,Student Attitudes,Elementary School Students,Consciousness Raising,Values Education,Marine Biology,Foreign Countries,Ecology,Conservation (Environment),Place Based Education,Natural Resources,Indigenous Knowledge,Children

This research aims at analyzing the effectiveness of environmentally-based science learning to improve the environmentally friendly character of the students in the coastal area. This was experimental research with one group pre-test -- post-test design. A total of 83 elementary students from the coastal area participated as a sample in this research. Samples were obtained through cluster random sampling. The test was administered to collect the data on student character. Wilcoxon test was administered in this research. The result obtained p &lt; 0.05, where a significant increase in the environmentally friendly character of students in the coastal area was shown. This research concluded that environmentally based science learning is effective in increasing the environmentally friendly character of the students. This result was expected to contribute to the development of the environmentally friendly character of students by their teachers.
Mathematical Instructional: A Conceptual of Redesign of Active Learning with Metacognitive Regulation Strategy
Author: Bakar, Mohamad Ariffin Abu
Date: 2020-07-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Learning Activities,Learning Processes,Mastery Learning,Mathematical Concepts,Concept Formation,Intervention,Learning Problems,Mathematics Instruction,Active Learning,Teaching Methods,Learning Motivation,Instructional Design,Cooperative Learning,Thinking Skills,Problem Solving

Active Learning Strategy is a significant and effective learning approach to ensure student engagement in learning sessions and enhancing understanding of the contents. Active learning with high motivation and deep learning will encourage students to plan, monitor and to evaluate the learning process and manage thought activities. This metacognitive regulation ability will strengthen the student's understanding. Interacting skills, self-regulation skills, and excitement will increase and produce active experiences that positively impact the student's focus and actions during the learning process. Accordingly, Mathematical Metacognitive Activity (MMA) was developed with the concept of learning activities that incorporate active learning principles, strategies, and metacognitive regulation skills. Therefore, this conceptual paper discusses the potential of active learning to promote metacognitive regulation as a reinforcement of student understanding in the learning process. This study introduced and suggested the interventions of learning problems that is to increase the level of student's mastery in mathematical concepts. MMA is designed and developed based on the instructional development model, by applying the concept of active learning that involves collaborative metacognitive activities among students during the learning process. Through this activity, students will actively communicate and interact with peers to train metacognitive behavior and improve metacognitive skills to gain understanding and mastery of mathematical concepts.
Learning Decision and Spiritual Based Skills for Adult Education
Author: Mu'awanah, Elfi
Date: 2020-07-00
Type: Journal Articles
Subjects: Decision Making,Spiritual Development,Adults,Females,Leadership Role,Adult Education,Political Attitudes,Guidance,Educational Psychology,Risk,Gender Differences,Women Administrators,Public Officials,Foreign Countries,Municipalities

The study was conducted on adult women who would run for village head. Because education is provided through adult learning in taking decisions and accompanied by spiritual guidance, adult educations were also required to increase college services to enter the community. The question researches were how women as candidate village head can make decision to become a village head and how to implemented spiritual guidance counselling for politic (SGCP) among adult women education toward political decision making. With one subject, mix method for single subject design of this research, found strengthening woman as adult education more strong to make decision and become a winner as head viillage. Spiritual guidance counselling for politic (SGCP) was a construct of educational psychology for woman in preparing and facing politic. The aim of SGCP became a first SGCP provided by the candidate of village head as one of the representative candidates reinforce the woman in decision making to be the contestant of woman head the village. The second prepare, the woman as the woman representative and face the risk of candidacy after successfully being a village head or not. Being the contestant of woman's representation needs such four things as gender, people, financial, prays, spiritual.
Effect of Concept Attainment Models and Self-Directed Learning (SDL) on Mathematics Learning Outcomes
Author: Sukardjo, Moch.
Date: 2020-07-00
Type: Journal Articles
Subjects: Independent Study,Outcomes of Education,Concept Formation,Mathematical Concepts,Grade 10,High School Students,Foreign Countries,Teaching Methods,Mathematics Instruction,Learning Processes,Models

This study examined the effect of the concept attainment learning model and self-directed learning (SDL) on mathematics learning outcomes. This research is a quasi-experiment conducted in SMA Negeri 6 Kendari, Indonesia, grade 10 th. The sample in this study was grade 10th (3rd) as the experimental class and grade 10th (5rd) as the control class. In the experimental class, the learning model of the Attainment Concept was given and the control class was given a direct learning model. The dependent variable is the learning outcomes of mathematics, while the learning model and Self-Directed Learning (SDL) are independent variables. The study design uses 2x2 by levels. The findings of the research results are: (1) the mathematics learning outcomes taught with the Concept Attainment learning model are higher than the direct learning model, (2) there is an influence of the interaction between the learning model and SDL on mathematics learning outcomes, and (3) mathematics learning outcomes on students who are high SDL and taught with the Concept Attainment learning model are higher than the direct learning model, and students who have low SDL are taught with the Concept Attainment learning model that is lower than the direct learning model.
Effects of Students&apos; Motivation and Engagement on Students&apos; Satisfaction in a Lecture: Empirical Analysis
Author: Obiosa, Nnamdi
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Student Satisfaction,Lecture Method,Predictor Variables,Business Administration Education,College Students,Foreign Countries,Structural Equation Models

Lecture is one of the oldest means of instruction and most extensively used teaching method on campuses of Higher Education Institutions (HEI). There have been many studies about students' motivation, engagement and satisfaction in HEI but none of these have focused on these three variables in relation to lecture despite the prominence and history of lecture, thus creating a gap in the literature. This empirical analysis was aimed at predicting and explaining of the target construct, students' satisfaction. Data was collected through survey of students in 80 different class lectures. Partial least square structural equation modelling (PLSSEM) was used as an analytical tool. The constructs and their measurement variables were first developed using focus group. The hypothesized conceptual model had two independent constructs, students' motivation and engagement as predictors of the target construct. The measurement variables were found to be reliable and valid. The structural model had substantial predictive power of the dependent construct students' satisfaction, indicating high level of predictive accuracy in the explained variance of the dependent construct. The results confirmed that students' motivation and engagement significantly had positive effects on students' satisfaction in a class lecture and simultaneously they were substantially strong predictors of students' satisfaction.
Knowledge Sharing Behavior in the Curricula of United Arab Emirates Universities and Educational Organizations
Author: Jarrah, Hani Yousef
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Universities,Sharing Behavior,College Faculty,College Curriculum,Influences

Knowledge management is classified as one of the basic means that enable university administration to achieve development and change excellently. Thus, it is important to pay particular attention to the quality of knowledge management at the university. This study aimed to identify the knowledge sharing behavior among United Arab Emirates educational organizations and the factors affecting the knowledge sharing. The current study was based on a descriptive approach. The study sample consisted of 356 university professors. The results showed that the assessment of the teaching staff at nature of the knowledge sharing came to a medium level, and factors affecting the knowledge sharing among organizations are weak planning to enrich the curriculum, and lack of confidence among participants in the knowledge exchange process. For the experience variable, the value of F is 2.76 with a statistical significance 0.06. According to scientific level variable, the value of F is 0.93 with a statistical 0.43, where the value of (F) of the specialization variable is 0.36 with a statistical significance 0.78. The conclusion of this research was there were no statistically significant differences in the behavior. Both internal and external factors influence knowledge sharing were also defined.
The Ideal and the Experienced: University Teachers&apos; Perceptions of a Good University Teacher and Their Experienced Pedagogical Competency
Author: Pekkarinen, Virve
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Effectiveness,Teacher Competencies,Self Evaluation (Individuals),Professional Identity,Faculty Development,Teacher Characteristics,Foreign Countries,Teacher Collaboration,Technological Literacy,Pedagogical Content Knowledge,Teaching Experience,Professional Continuing Education,Blended Learning,Reflective Teaching,Expertise

This study explores how university teachers perceive the features and characteristics of a good university teacher and how they self-evaluate their experienced pedagogical competency. Furthermore, this study explores how the experienced pedagogical competency and perceived features and characteristics of a good university teacher are related. The data were collected by a questionnaire (N=73) from two groups of university teachers: the participants and non-participants of an educational development project. The results showed that the teachers perceived a good university teacher as having a wide knowledge base, having versatile professional roles, and continuously developing their professional competency. They also self-evaluated social reflection, emotions, and active participation in teaching development as core areas of their pedagogical competency. The university teachers perceived ideal of a good university teacher was mainly consistent with their experienced pedagogical competency, however, an emotional aspect was not perceived to include the ideal of a good university teacher. Comparing the two groups revealed differences in how the university teachers experienced their expertise as teachers. It seems that strategic educational development projects can act as gateways to develop teaching skills through systematic development of teaching for university teachers who may not find formal university pedagogy courses suitable for them.
Using a Community of Practice in Higher Education: Understanding the Demographics of Participation and Impact on Teaching
Author: Wilson, Alex
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Higher Education,Teaching Experience,Business Schools,Teaching Methods,Foreign Countries,Educational Benefits,College Faculty,Academic Rank (Professional),Teacher Attitudes,Teacher Participation

Research in the higher education literature argues that communities of practice (CoPs) can be effective staff development by helping academics to share teaching experiences and innovations. One of the key proposed benefits of CoPs involves the opportunity for early career practitioners to learn from more experienced colleagues. This raises the question as to whether the benefits of a CoP differ across academics according to their teaching experience, seniority, or other demographic features. After establishing a CoP within a highly ranked UK business school, this paper provides a statistical analysis of its ability to engage and influence different academics. As consistent with our hypothesis, the main findings show that that: 1) junior staff were significantly more likely to participate in the CoP than senior staff, and 2) conditional on participation, junior participants were also more likely to engage with the CoP by transferring an idea they had learned into their teaching practice.
Instructional Methods and Self-Regulated Learning in Writing
Author: Pionera, Mutiarani
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Self Management,Foreign Countries,English (Second Language),Writing Skills,Writing Improvement,Instructional Effectiveness,Cooperative Learning,Writing Instruction,Reading Writing Relationship,Pictorial Stimuli,Vocabulary Development,Grade 7

This study aims to examine the Instructional methods and self-regulated learning in writing english subjects. Instructional methods used are Cooperative Integrated Reading and Composition and Picture-Word Inductive Model (PWIM). This research used 2x2 factorial design and is included in a quasi-study involving students of class VII semester I of MTsN-1 Palangkaraya, Central Kalimantan as subjects. The number of students studied was 80 people from two different classes in the 2018/2019 school year. Data acquisition from the two classes was conducted randomly (cluster random sample). Researchers used the 2-way ANOVA technique to test the research hypotheses. The test results proved that (1) the CIRC method implemented in English learning can improve student writing skills when compared to the Picture Word Inductive Model (PWIM) method, (2) English writing skills in students with low self-regulated learning are better than students with high self-regulated learning, (3) the interaction of self-regulated learning with learning methods has been shown to affect students' skills in writing English texts. CIRC learning method based on self-regulated learning is recommended to be implemented as a learning method for improving students' writing skills. Specifically, the researcher concludes that CIRC is an effective learning method applied to students with high and low self-regulated learning in an effort to improve their writing skills.