ethanporcaro/eric-fulltext-meta huggingface dataset:
Determinants of Teacher Performance with Job Satisfactions Mediation
Author: Hendrawijaya, Arief Tukiman
Date: 2020-07-00
Type: Journal Articles
Subjects: Job Performance,Performance Factors,Teacher Effectiveness,Job Satisfaction,Elementary School Teachers,Foreign Countries,Teacher Discipline,Teaching Conditions,Leadership Effectiveness,Recognition (Achievement),Rewards

This paper is about teacher performance. This study aims to analyze and assess the effects of performance allowance, work discipline, work culture, and leadership on teacher performance viewed from direct effect and indirect effect with job satisfaction as the mediation. The quantitative method was used in this study. This research applied explanatory research involving elementary school teachers as the research samples in the Jember Regency. Data analysis uses path analysis to determine the direct and indirect effects. The study showed that performance allowance, work discipline, work culture, and leadership directly affected job satisfaction and also teacher performance. Job satisfaction mediated the effect of performance allowance, work discipline, work culture and leadership on teacher performance.
Developing Innovative Chemistry Laboratory Workbook Integrated with Project-Based Learning and Character-Based Chemistry
Author: Nainggolan, Bajoka
Date: 2020-07-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Innovation,Chemistry,Laboratory Manuals,Active Learning,Student Projects,Curriculum Implementation,Science Instruction,Secondary School Science,Foreign Countries,Grade 12,High School Students,Academic Achievement,Psychomotor Skills

The research was carried out through research and development to produce an innovative chemistry laboratory workbook (InoChemLaW) followed by the implementation of the learning package in the teaching of chemistry. The result showed that a standard InoChemLaW has successfully been developed on the topic of Colligative Properties of solutions. The implementation of InoChemLaW was carried out onto the experimental class compared to the existing laboratory workbooks (ConChemLaW) in the control class. An InoChemLaW package helps the students to learn chemistry independently so that the learning stages are carried out systematically, the students are actively completed the projects, thereby increasing their knowledge and skills. Students' knowledge and skills respectively in experimental groups were found higher than that in control group, and both groups are significantly different. The developed InoChemLaw package is highly very good. It is recommended that innovative laboratory workbooks integrated with project-based learning can be developed and implemented for teaching of other chemistry subjects and science studies.
Embracing Industrial Revolution 4.0: The Effect of Using Web 2.0 Tools on Primary Schools Students&apos; Mathematics Achievement (Fraction)
Author: Azid, Nurulwahida
Date: 2020-07-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Instructional Effectiveness,Elementary School Students,Mathematics Achievement,Fractions,Teaching Methods,Concept Formation,Student Motivation,Technology Integration,Mathematics Instruction,Direct Instruction,Student Attitudes,Grade 5,Preadolescents,Foreign Countries

Students' sound knowledge of mathematical concepts is important for the development of their mathematical knowledge to support the more challenging application skills at higher levels of mathematics learning. Diverse classroom teaching strategies with appropriate teaching tools are crucial to ensure that students meaningfully achieved the set learning outcomes. The use of web 2.0 tools enabled students to communicate actively with their peers and teachers during lessons. This quasi-experimental study with a mixed method approach involving pre-test and post-test was conducted to examine the effect of using web 2.0 tools on students' mathematical achievement. 60 Year Five students were randomly divided into two groups, namely the control and the experimental groups. The experimental group was taught using the Direct Instruction (DI) Model of teaching strategy with web 2.0 tools while the control group was taught using the DI Model of teaching strategy without web 2.0 tools. The teaching strategy that used web 2.0 tools has not only brought about the increase in students' mathematics achievement but has also motivated them to complete the tasks given during the lessons. The findings of this study also showed that students' learning of mathematics in the classroom was fun and they became more interested with the usage of 2.0 tools. So, mathematics teachers need to be continuously trained to enhance their teaching competence to meet the challenges of incorporating technology in their classrooms.
Evaluation of the Teachers&apos; Acceptance to E-Report Card Applications with the Hot-Fit Model Approach
Author: Agustini, Ketut
Date: 2020-07-00
Type: Journal Articles
Subjects: Report Cards,Electronic Publishing,Teacher Attitudes,Adoption (Ideas),Junior High School Teachers,Technology Uses in Education,Models,User Satisfaction (Information),Foreign Countries

This study aimed at determining the factors that influence teacher acceptance of the application of the e-Report Junior High School application with the Human Organization Technology (HOT) Fit Model approach. The population in this study used all teacher in SMP Laboratorium Undiksha Singaraja and SMP 2 Singaraja amounted to 150 respondents. Sampling using proportional random sampling technique. The sample in this study amounted to 67 respondents. Primary data collection was obtained based on questionnaires to respondents. The Instrument of questionnaires was validited by content judges to get validity and reliable instrument. Data were analyzed using Structural Equation Model-Partial Least Square (SEM-PLS) with SmartPLS 3.0 software. The results of this study indicated that (1) System quality did not affect system usage, information quality did not affect system usage, and service quality had a positive effect on system usage of 36.7%. (2) The quality of the system did not affect user satisfaction, the quality of information had a positive effect on user satisfaction by 50.6%, and service quality did not affect user satisfaction. (3) User satisfaction had a positive effect on system usage by 15.4%. (4) Organizational structure had a positive effect on system usage by 25.2%. (5) The use of the system did not affect the net benefit, user satisfaction had a positive effect on the net benefit of 62.1%, and the organizational structure did not affect the net benefit.
Improving Social Skills through Structured Playfulness Program in Preschool Children
Author: Tersi, Marina
Date: 2020-07-00
Type: Journal Articles
Subjects: Interpersonal Competence,Play,Program Effectiveness,Preschool Children,Kindergarten,Public Schools,Foreign Countries,Behavior Problems,Intervention,Social Development,Playground Activities,Gender Differences,Program Length

The purpose of this study was to examine the effect of a structured, playful activity program on the development of social skills in preschool aged children (4-6 years) during break time in the schoolyard of kindergarten. The participants were 40 pupils (26 toddlers and 14 pre-toddlers, 26 boys and 14 girls) from one Greek public kindergarten. Twenty (20) of them were set, as they were divided into their school classes, as control group (CG) and the rest 20, as experimental group (EG), who received activities intervention for four weeks (2 days a week). Data on children's social skills (cooperation, interaction, independence) and behavior problems (externalizing and internalizing) were collected from their teachers before and after interventional program, by completing the Preschool and Kindergarten Behavior Scale (PKBS-2, Merrell, 2002). The results indicated that both groups exhibited significant improvement in the investigated social behaviors. Nevertheless, in the final measurement the intervention children showed significantly higher improvement in the externalizing problems than the control group. The findings highlight the need for early detection of developing behavioral problems and the positive effect of a playful activity structured program in the schoolyard during breaks on the development of preschoolers' social skills.
The Relationship among Academic Success Scores of Graded Foreign Language Courses
Author: Gür, Recep
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Scores,Second Language Programs,Second Language Instruction,College Students,Foreign Countries,Mastery Learning,English (Second Language)

The problem of this study is to find out how the academic success scores of the graded foreign language courses such as Foreign Language I, II, III, IV, V and VI have a relationship among them and to what extent these courses are actually prerequisite to each other. The model of the study is correlational survey model. The research group consists of 194 students that took the graded Foreign Language courses at the faculty of tourism in a public university in Turkey. As a result of the research, it is found out that Foreign Language I and II courses and Foreign Language III, IV, V, VI courses are graded among themselves. Moreover, students' academic success scores of Foreign Language I and II courses are found to be significantly higher than those of other courses. Therefore, when a holistic evaluation is made in line with the limitations of the research, it can be said that Foreign Language I, II, III, IV, V, VI courses are not graded among themselves. It is recommended that these courses, which are graded in terms of names, subjects and books used, can be arranged to be graded in real terms in accordance with Bloom's Mastery Learning Model. In this context, it should be ensured that this graduality is taken into consideration during the selection of graded foreign language courses by students. It is recommended to make necessary regulations that prevent students who fail any level of graded foreign language courses from taking the upper level course(s).
Computer- vs. Mobile-Assisted Learning to Promote EFL Students&apos; Speaking Skills: A Preliminary Classroom-Based Research
Author: Juniardi, Yudi
Date: 2020-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,English (Second Language),Second Language Instruction,Junior High School Students,Language Skills,Speech Communication,Program Effectiveness,Foreign Countries,Grade 8

This study aims to compare the effectiveness of computer- and mobile-assisted learning on the EFL students' speaking skills development. This research was conducted at one state junior high school in Banten Province, and the numbers of students were thirty students. This research focused on improving students' speaking skill by using Macromedia Flash and Smartphone. It used Classroom Action Research (CAR) as the research method. The steps of the research were Plan, action, observation, and reflection. There were two cycles, and there two meetings in each cycle. The research was conducted for two weeks. The data analysis used quantitative data that was obtained from the test, observation sheet and questionnaire. The researchers used a scoring rubric to measure students' scores and then calculate the mean score. All aspects of the speaking skill improved in the second cycle meaning that the score of mean, median and mode improved (86, 67, 85, 85, respectively). In particular, the students' speaking score mean was 55.19. Then, after they were given the treatments in the first cycle, the score improved to 75. After the second cycle, the students' speaking score means reached 85. The students' responses from the questionnaire results justified the test results.
Indirect Specialized Vocabulary Learning and Learner Autonomy
Author: Ghobain, Elham
Date: 2020-07-00
Type: Journal Articles
Subjects: Vocabulary Development,Incidental Learning,Personal Autonomy,English for Special Purposes,Foreign Countries,Medical Education,Second Language Learning,Individual Differences,Change,Medical Students,Student Evaluation

This research paper seeks to determine learner autonomy level in relation to incidental vocabulary acquisition (IVA), out of the realization of both concepts as prominent factors in language learning in general, and English for Specific Purposes (ESP) in particular. The paper particularly aims at examining the influence of participants', medical and applied medical sciences students, selflearning for specialized vocabulary on their autonomy levels. It assumes that leaving the task of acquiring specialized vocabulary to learners' endeavors, completely, leads to a positive effect on their autonomy levels. Participant autonomy levels were self-assessed through pretest and posttest quantitative surveys. The survey items aimed at assessing the participants' learning levels according to two categories of dependency and independency. The quantitative data was analyzed using SPSS to generate descriptive data. The overall results were generated through computing mean scores for each category of items at both phases, i.e. pretest and posttest. No significant differences between the two categories' data were indicated. Yet, a positive change occurred to the independency category in comparison to that of dependency, which remained somehow static through the period of the study. Although the results of this latter category indicated the learners' need for teacher guidance regarding the specialized vocabulary, the change in the first category should not be ignored. That is, IVA can be a positive agent in fostering learners' control of their learning, namely, autonomy. Simultaneously, since the results of both categories are somehow convergent, both approaches of explicit and implicit instructions should be considered in IVS approaches in the realm of ESP.
Learning Model of Undergraduate Students: Confirmatory Factor Analysis
Author: Tungkunanan, Pariyaporn
Date: 2020-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Learning Processes,Factor Analysis,Expectation,Reflection,Attention,Retention (Psychology),Memory,Learning Strategies,Concept Formation,Learning Motivation

The research aimed to find the learning model of the undergraduate students by Confirmatory Factor Analysis (CFA). The objective was design learning model. The Methods of this Study process to find the learning model of the undergraduate students is divided into two phrases. The 1st phrase: the preliminary study and the 2nd phrase: Confirmatory Factor Analysis (CFA). The result found that learning model of the undergraduate that support capability of the learners to be qualified graduates and competitive in the international consist of (1) expectation, (2) planning by experience and reflective observation, (3) attention, retention and memory storage, (4) learning method, (5) retrieval by reproduction or making concept by conclusion principles, and (6) motivation or reinforcement.
Measuring the Importance of Non-Technical Skills for Integration into Metalwork Technology Curriculum Using Structural Equation Modelling
Author: Francis, Bakare Shola
Date: 2020-07-00
Type: Journal Articles
Subjects: Metal Working,Job Skills,Foreign Countries,Communication Skills,21st Century Skills,Technical Education,College Faculty,Professional Personnel,Decision Making

This study aims to measure the significance of non-technical skills for integrating into metalwork technology curriculum of technical colleges in Nigeria. The data collected through questionnaire survey consisted of 283 responses. The findings revealed that the mean values for all identified components of non-technical skills indicated their importance and suitability for integration into the curriculum. The study developed models using structural equation modelling (SEM) technique. The results from SEM indicated that the correlation matrix, factor loadings, composite reliability, and average variance extracted for the measurement and structural models were all confirmed fit and suitable. The study also revealed that the relationship among the components that made up of the structural model were statistically significant. Communication skills was ranked the highest among the eight components that were considered important while problem-solving skills were ranked the lowest. In order to achieve the integration, suggestions are made relating to policy structure for the development of non-technical skills in Nigeria technical colleges.
New Language Learning Environment: Employers&apos;-Learners&apos; Expectations and the Role of Teacher 4.0
Author: Peredrienko, Tatiana
Date: 2020-07-00
Type: Journal Articles
Subjects: Second Language Learning,Educational Environment,Expectation,Teacher Role,Educational Change,Technology Uses in Education,Student Attitudes,Employer Attitudes,Technological Literacy,Critical Thinking,Problem Solving,Skill Development,College Students,English for Special Purposes

The research attempts to reveal distinctive features of four basic patterns of the educational paradigm; aims at investigating the role of a teacher in a new language-learning environment and finding a new approach to education for a &quot;Teacher 4.0&quot; to conform to technology-related changes in the society and, consequently, to employers' expectations. The data were collected and analysed via mixed research methods based on three stages, which allow revealing the needs of learners and employers, validating the learners' skills to be formed, determining the ways for demanded skills formation and outlining the role of a teacher in the new learning environment. The findings identify that the most demanded skills for new learners are digital literacy and critical thinking. The last one along with problem-solving are of great interest to employers as the most significant educational stakeholders. These skills make a core set sought after by a professional market. Based on received data, the functions of a teacher in the formation of these skills are stated and the educational environment for foreign language teaching is presented.
Preparing for Industry 4.0 -- Will Youths Have Enough Essential Skills?: An Evidence from Thailand
Author: Puriwat, Wilert
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,21st Century Skills,Job Skills,Labor Force Development,Career Readiness,Graduate Students,Public Policy,Industry,Innovation,Economic Development,Social Development,Values Education,Conservation (Environment),Thinking Skills,Technological Literacy,English (Second Language),Gender Differences

In order to overcome the middle income trap and enhance Thailand's economy from efficiency driven to an innovation driven economy, Thailand currently is implementing the industry 4.0 concept - the &quot;Thailand 4.0&quot; policy. Thailand 4.0 is as main tool involving the integration of new core elements such as innovation, knowledge, technology and creativity into all our core policies both economic and social. Youths can be seen as an engine for achieving this goal. However, youths' readiness in the face of the Industry 4.0 and the demands of life in the 21st century skills still are questionable. The previous study shows that youth unemployment rate is approximately three times bigger than the adult one. This situation represents world's future workforce is not industry 4.0 ready and the next important question is to not ready in what ways. The purpose of this study is to investigate the readiness levels of Thailand's youth in adopting and leaping to the Thailand 4.0 concept. Based on 132 samples of graduate students in Thailand, the survey research was used to gather the data. Descriptive statistics and one way Anova technique were used to analyze the data. The result shows that the lowest skill set for Thailand 4.0 is the digital and information skill which can be interpreted as the poor level following by learning and innovation skill (M = 3.03), and life and career skill.
Bridging Inequality: Cooperative Learning through Literature in Two Vulnerable Schools in Santiago
Author: de la Barra, Erika
Date: 2020-00-00
Type: Journal Articles
Subjects: Equal Education,Cooperative Learning,Literature,Disadvantaged Schools,Foreign Countries,English (Second Language),Second Language Instruction,Teaching Methods,Individual Development,Learning Strategies,Instructional Effectiveness,Secondary School Students,Student Attitudes,Adolescents

This paper reports a qualitative action-research study on the use of cooperative learning through literature in two vulnerable English as a foreign language (EFL) classrooms in Chile. The study aimed at bridging EFL inequality by exposing students to a different methodology using cooperative learning, and content-based instruction through literature, which are inexistent methods in vulnerable schools. Improving students' performance and increasing their personal growth were also pursued. Data were gathered through lesson observations, language tests, and surveys. Results evidenced that students improved their cooperative learning skills and personal growth, yet their linguistic proficiency was not significantly enhanced. As a conclusion, promoting cooperative learning together with content-based instruction through literature resulted in a suitable combination to improve learners' learning strategies and personal growth.
The Effectiveness of Collaborative Creativity Learning Models (CCL) on Secondary Schools Scientific Creativity Skills
Author: Astutik, Sri
Date: 2020-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Creativity,Instructional Effectiveness,Secondary School Students,Foreign Countries,Science Instruction,Problem Solving,Science Process Skills,Skill Development,Science Achievement,Self Efficacy

This research aims to describe the effectiveness of collaborative creativity learning models to train student's scientific creativity learning outcome for secondary student. This research was conducted using one group pre- and post-test design. The results showed (1) an improved indicator of achievement in motion material with average g-score = 0.66 (medium) and in simple machines material with average g-score = 0.72 (high); (2) 97.9% of students gave responses that collaborative creativity models enabled them to practice scientific creative skills. The research showed that collaborative creativity models were effective in improving scientific creativity skills.