ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Real-Time Physics Organizer Based Smartphone and Indigenous Technology to Students&apos; Scientific Literacy Viewed from Gender Differences
Author: Pramuda, Adi
Date: 2019-07-00
Type: Journal Articles
Subjects: Gender Differences,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Scientific Literacy,Physics,Science Instruction,High School Students,Foreign Countries,Secondary School Science

This study aims to obtain information regarding the effect of the RPO on students' scientific literacy using global scientific literacy questionnaire (GSLQ) in terms of GSLQ dimension and gender differences. The quantitative research approach is used with experimental methods. The U Mann Whitney, Wilcoxon, T-Test, and descriptive statistics were used to determine whether there were differences in students' global scientific literacy between the control group and the experiment group. The results show that there are no significant differences in students' global scientific literacy between the control and experiment groups, nevertheless, the results in the experiment group show that RPO appears to have significant effects, especially in the habits of mind dimension and across students' gender. Male students in the experiment group are able to show better results on habits of mind dimension than female students. However, female students in the experiment group are able to show a higher increase than the students in the control group.
Android-Based Computer Assisted Instruction Development as a Learning Resource for Supporting Self-Regulated Learning
Author: Hendikawati, Putriaji
Date: 2019-07-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Assisted Instruction,Instructional Effectiveness,Independent Study,Validity,College Students,Foreign Countries,Computer System Design,Computer Oriented Programs,Usability,Material Development

Computer Assisted Instruction (CAI) is one form of advances in information technology and computers that are proliferating today that can access anywhere and can be utilised as innovative learning resources. This research aims to develop Android-based Computer Assisted Instruction and evaluate its effectiveness. The Android-based CAI media were designed to improve students' ability both in Statistics and self-regulated learning. The development stages of this media referred to Borg &amp; Gall R &amp; D procedures that consist of 10 stages. Waterfall method was used to develop the Android-based CAI programming. Population in this research was the student of the first year in the mathematics education program. The sample for a small trial class and operational field testing was carried out using purposive sampling. The research used two non-test instruments: validation sheet and questionnaire to collect the data while descriptive analysis was used to analyse the data. At the end of the research, an application called Statistical Data Analysis (SDA) was produced, and it can be downloaded free on Google Play. Based on the results, it can be concluded that Android-based CAI is valid to be used as a learning resource, flexible, and supporting students' self-regulated learning.
Developing an Instrument to Detect Science Misconception of an Elementary School Teacher
Author: Desstya, Anatri
Date: 2019-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Misconceptions,Evaluation Methods,Teacher Evaluation,Interrater Reliability,Content Validity,Foreign Countries,Scientific Concepts,Test Items,Difficulty Level,Elementary School Science,Public Schools,Private Schools

This study aims to report the development an instrument that is standardized (reviewed by validity, reliability, and difficulty index) to detect science misconception in an elementary school teacher. This study used a 4-D model; defining, designing, developing, and disseminating. First, it was prepared with 47 opened-ended questions, and then it was validated by two experts (Physics and Biology) to find out content validity value and inter-rater reliability. The next stage was arranged an empirical test to 103 elementary school teachers in Surakarta, Indonesia by stratified purposive sampling. The data were analyzed using content validity formula, a measure of Agreement Kappa, Pearson's Correlation, Cronbach's alpha, and difficulty index. The result of this study indicated that there were 22 valid items. It can be concluded that this instrument is worthy to be used to detect the science misconception of an elementary school teacher.
The Education Values of Indonesian Teachers: Origin, Importance, and Its Impact on Their Teaching
Author: Suyatno
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Teacher Competencies,Values Education,Undergraduate Study,Educational Improvement,Teacher Education Programs,Teacher Attitudes,Junior High School Teachers,Public Schools,Private Schools,Teacher Background,Moral Values,Role Models,Professionalism

This research aims to reveal the education values of teachers; where they recognized the values, the importance of the values for teachers in performing their duties, the effects on their teaching methods, and how well the undergraduate program has equipped them with the competence of values education. Qualitative interviews were conducted with 56 teachers. The results identified two categories of people, namely ones with positive experience-based and ones with negative experience-based values. Furthermore, the following four important findings were obtained on analyzing these categories: (1) value is an important factor for teachers in carrying out their professional duties in both categories; (2) the majority of teachers in the positive experience-based category recognize the values from their mothers, literary works, and few from their former teachers, while teachers in the other category obtain values from their teachers and a few from their family life; (3) the way teachers recognize value impacts on how they teach it to students; (4) the undergraduate education experienced by prospective teachers at the university does not provide the needed competency in teaching values to the students.
A Literature-Based Reading Instructional Model for Islam-Affiliated University in Indonesia
Author: Irwansyah, Dedi
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Reading Instruction,Islam,Culturally Relevant Education,Cultural Awareness,Teaching Models,Multicultural Education,Second Language Learning,English (Second Language),Holistic Approach,Instructional Design,Reading Materials

The use of literary texts from various sources to teach reading at Indonesian Islam-affiliated university was still under research. This study offered a contextually-relevant and culturally-sensitive reading instructional model for such particular university which sought to blend western, Indonesian, and Islamic cultures in harmony. The model was developed through studying relevant literature and research findings, designing a model, field testing the model, and revising the model. This research involved the feedback and suggestion for improvement from three experts, five practitioners, and thirty-three students so as to emphasize the local voice in developing the reading instructional model. The findings revealed that the developed model should include such components as philosophy, input, process, and output with an adequate elaboration of each. In implementing the developed model, teachers should utilize literary text from western, Indonesian, and Islamic traditions. They should also emphasize the Indonesian culture and Islamic tradition aspects without losing their sight the international orientation of the English language teaching.
The Effect of Flipped Classroom Strategy on Students Learning Outcomes
Author: Jdaitawi, Malek
Date: 2019-07-00
Type: Journal Articles
Subjects: Blended Learning,Classroom Techniques,Outcomes of Education,Conventional Instruction,Medical Education,Engineering Education,Science Education,Self Management,Interpersonal Relationship,Student Improvement,Educational Strategies,Foreign Countries,College Freshmen,Public Colleges,Integrated Learning Systems

The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student's self-regulation and social connectedness. A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science). The students were divided into two groups: an experimental flipped classroom group and a control group. Experimental group was taught via flipped classroom, while the control group taught via traditional strategy. The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes. The results based on ANOVA analysis reported that students in flipped classroom had shown significantly higher level of self-regulation and social connectedness compared to students in the traditional group. Based on the obtained findings, self-regulated learning and social connectedness were successful in making significant improvements among students exposed to flipped classroom mode compared to their counterparts in the traditional group. The results demonstrate that flipped classroom strategy can be used to promote self-regulated learning and enhancing students' social connectedness.
Enhancing Science Teaching Competency among Pre-Service Science Teachers through Blended-Mentoring Process
Author: Buatip, Supakan
Date: 2019-07-00
Type: Journal Articles
Subjects: Teacher Competencies,Preservice Teachers,Science Teachers,Blended Learning,Foreign Countries,Mentors,Reflection,Information Technology,Program Implementation,Practicums,Science Education,Observation,Technology Integration

This mixed-methods study employed an explanatory sequential design to examine the effect of the blended-mentoring supervision toward science teaching competencies. The studied group comprised 3 pre-service science teachers who were studying in the Faculty of Education at a University in Pattani, Thailand. During 4 months of science teaching practicum in Southern Thai provinces, they were supervised under the designed blended-mentoring supervision by supervisors and in-service science teachers. A science teaching competency assessment form along with semi-structured interview was used to examine science teaching competency examining from lesson plans, teaching observation notes and teaching material. Then data were analyzed in teaching-competency mean scores in conjunction with content analysis to identify the change of teaching competency. The findings revealed that the teaching competencies of the 3 pre-service science teachers were at high level with &quot;learning management capacity&quot; being the highest, followed by &quot;teacher's comprehension of the taught science content and level,&quot; and &quot;measurement and assessment ability&quot; with 4.08, 4.07, and 3.98 mean scores, respectively. The interview and observation analysis revealed that the influencing factors of the science teaching competencies comprise pre-class mentoring, teaching observation, reflection, and technological integration for the blended-mentoring process.
Integration of Character Values in Teaching-Learning Process of Mathematics at Elementary School of Japan
Author: Suyitno, Hardi
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Mathematics Instruction,Elementary School Mathematics,Elementary Schools,Elementary School Teachers,Elementary School Students,Correlation,Teaching Methods,Learning Processes,Integrated Activities,International Cooperation,Educational Games

The state requires leaders who own intelligence and characters. Indonesia as a developing country is clearly very interested in finding out how to integrate the character values into the learning process in the classroom. Japan becomes a destination because it can provide character education to its students. Research Team of Universitas Negeri Semarang (UNNES) held collaborative research with Professor Takuya Baba, Ph.D. from Hiroshima University, Japan as the Partner Lecturer. The purpose of this qualitative research was to get input on how elementary school teachers in Japan integrate the character values in learning, especially in math lessons. Its main activities, conducting class observations, interviews, Focus Group Discussion, and triangulation with guidance from the Partner Lecturer. The research site was Miyauchi Elementary School of Hiroshima and at IDEC of Hiroshima University. As a result, the UNNES research team obtained ways to integrate the values of characters in learning, especially in math lessons. The result of this research is expected to be applied at elementary schools in Semarang, Indonesia.
Group Science Learning Model to Improve Collaborative Problem Solving Skills and Self-Confidence of Primary Schools Teacher Candidates
Author: Fuad, Ah. Zakki
Date: 2019-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,Models,Self Esteem,Elementary Education,Foreign Countries,Preservice Teachers,Science Process Skills,Science Education,Pretests Posttests

Group Science Learning (GSL) is collaborative problem solving based learning by design to improve collaborative problem solving skills, science process skills, and self-confidence of primary schools teacher candidates. This research aims to analyze the effectiveness of GSL model to improve collaborative problem solving skills and self-confidence of primary schools teacher candidates on basic science learning in academic year 2018. This research used one group pre-test and post-test design on 119 primary schools' teacher candidates that were divided into four groups. The data collection methods were conducted by using collaborative problem solving skills test that was emphasized on participation indicator, perspective taking, social regulation, learning and knowledge building, and task regulation; questionnaire of self-confidence was emphasized on: ability indicator, motivation, and perseverance. The data analysis was done by using Paired sample t-test and n-gain. The results showed that there was a significant increase in collaborative problem solving skills and self-confidence at [alpha]=5%, with post-test and n-gain score average in high category for all four groups. Thus, the GSL model is effective to enhance collaborative problem solving skills and self-confidence of primary schools' teacher candidates.
Investigating Critical Thinking Skill of Junior High School in Solving Mathematical Problem
Author: Basri, Hasan
Date: 2019-07-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Mathematics Instruction,Problem Solving,Foreign Countries,Junior High School Students,Secondary School Mathematics,Grade 8

Critical thinking skills are one of the four skills needed in the 21st century. Critical thinking skills are so important that they need to be taught and included in the school curriculum. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the analysis, evaluation, inference, explanation, and self-regulation sub-skills. This is descriptive research with a qualitative approach. Data was collected through a test and interviews, triangulation accomplished by comparing between test and interviews. This research involved 24 subjects comprising 9 male students and 15 female students. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The research results showed that: (1) the critical thinking skills of junior high school students were in a low category; and (2) the evaluation, analysis, and self-regulation sub-skills became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills.
The Effect of Extended Wait-Time on Promoting Iranian EFL Learners&apos; Willingness to Communicate
Author: Kamdideh, Zahra
Date: 2019-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Classroom Communication,Teacher Student Relationship,Adult Students,Language Proficiency,Language Tests,Comparative Analysis,Classroom Techniques,Anxiety,Communication (Thought Transfer),Questioning Techniques,Communicative Competence (Languages),Self Concept

Increasing EFL learners' willingness to communicate has always been a concern to teachers. This study aimed at investigating the effect of extended wait time in EFL classrooms on the learners' willingness to communicate. In order to carry out this quasi-experimental study, 60 adult EFL learners at a basic level of proficiency in English (CEFR A1 and A2) were chosen to take part. They were first homogenised by Key English Test (KET) and then assigned to two groups of experimental and control. The Willingness to Communicate (WTC) Questionnaire by McIntyre, Baker, Clément, and Conrod (2001) was given to learners before the treatment. During the treatment phase, in the experimental group, the teacher allocated more wait time (3-5 seconds) to the learners when a question was asked, however, in the control group, wait time was limited (less than 3 seconds). After the treatment phase, the WTC questionnaire was administered again to find out if it altered as a result of the treatment. The results show that those learners who were in the experimental group showed higher willingness to communicate compared to lower WTC scores in the limited wait time group participants. The findings can make ELT teachers aware that giving their students more time to think can increase their willingness to communicate in the second language.
Influence of Test Construction Knowledge, Teaching Material and Attitude on Sociological Subject to Quality of Objective Test in Public and Private Vocational Schools
Author: Rivai, Extris
Date: 2019-07-00
Type: Journal Articles
Subjects: Test Construction,Teacher Made Tests,Objective Tests,Sociology,Vocational Schools,Vocational Education,Instructional Materials,Foreign Countries,Knowledge Level,Vocational Education Teachers

The purpose of the study is to understand the influence on the construction knowledge test, mastery of teaching materials and attitude Sociological Subject to the quality of an objective test developed by vocational school teachers in Indonesia. This quantitative approach with survey methods was used to undertake the research. Data were analyzed by using regression techniques to test the hypothesis. The study involved 65 of Sociology teachers in Public and Private vocational schools. Test and non-test techniques were used to collect the data. The results of this study indicate that: (1) Test construction knowledge has a positive effect on the quality of objective tests made by the teacher; (2) The Sociology teaching materials have a positive effect on the quality of the objective artificial test; (3) Attitudes towards the sociology lesson show a positive influence; (4) Knowledge of test construction has a positive effect on attitude on sociology lesson; and (5) Mastery of sociological teaching materials has a positive effect on attitudes towards sociology lesson. Thus, it is expected that all teachers should try to develop their teaching competency in various ways to achieve the results consistent with best practice.
Flipped vs. Unplugged Instructions: Sailing EFL Learners&apos; Oral Proficiency through Virtual and Real Learning Communities
Author: Solimani, Elahe
Date: 2019-07-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Teaching Methods,Problem Solving,Comparative Analysis,Computer Software,Textbooks,Online Courses,Student Evaluation,Language Tests,Communities of Practice,Pretests Posttests,Oral Language,Language Proficiency,Computer Simulation,Computer Mediated Communication,Second Language Instruction,Adolescents,Adults,Foreign Countries

This study sought to probe the effect of two non-conventional instructions namely Flipped Classroom Model (FCM) vs. Unplugged Classroom Model (UCM) on Iranian EFL learners' oral proficiency. Therefore, 90 upper-intermediates were randomly assigned to two experimental groups and one control group (30 each). The FCM and UCM participants were equipped with WhatsApp online platform and conversation-driven, emergent-based instructions respectively. Their counterparts in control group received textbook instruction. After four weeks of instruction, learners' performances were evaluated using a mixed method design with interviews and paper-based exams' posttests besides the Community of Inquiry (CoI) questionnaire and the instructor's observations for the nonconventional classrooms. The results indicated that both FCM and UCM instructions were successfully implemented for promoting learners' oral proficiency. However, learners reported divergent perspectives that may help the EFL teachers to develop FCM and UCM not only for enhancing oral proficiency but also for expanding learners' problem-solving techniques.
On the Impact of Determination and Compensation Strategies on Language Learners&apos; Vocabulary Development
Author: Farrokh, Parisa
Date: 2019-07-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),English Language Learners,Foreign Countries,Females,Learning Strategies,Discovery Learning,Dictionaries,Young Adults,Conversational Language Courses,Language Proficiency,Homogeneous Grouping,Communication Problems,Multilingual Materials

The present investigation was an attempt to study the effect of using compensation and determination strategies on Iranian upper-intermediate EFL learners' vocabulary development. The question which the present study was trying to answer was: Do compensation and determination strategies have any statistically significant effects on Iranian upper- intermediate EFL learners' vocabulary development? To that end, QPT was administered to 110 female EFL learners learning English language at Shokouh Institute in Rasht, Iran. So 90 learners were selected for this study and they were divided into two experimental groups and one control group, each group contained 30 learners. Prior to the treatment, the participants were given a pretest to assess their initial knowledge of English vocabulary. The experimental groups received treatment. The researcher used compensation and determination strategies in ten sessions. However, in the control group, the new words were taught in traditional way. After ten sessions, a posttest was administered to all groups. One-way ANOVA was conducted to see if the treatment was effective or not. The results were computed and analyzed through SPSS and it was found that using compensation and determination strategies had a positive effect on the participants' vocabulary development.