ethanporcaro/eric-fulltext-meta huggingface dataset:
Probing the Flipped Learning Literature in Social Sciences and Humanities Education
Author: Jdaitawi, Malek
Date: 2022-07-00
Type: Journal Articles
Subjects: Flipped Classroom,Social Sciences,Humanities,Program Effectiveness,Skill Development,Academic Achievement,Interpersonal Competence,Cognitive Ability

In the last decade, major progresses have been made and the flipped learning has been increasingly implemented in diverse educational settings to enhance the physical, cognitive, personal and social abilities of students as well as to improve their learning outcomes. The advantages and challenges of flipped learning have been explored and quantified in terms of students learning. Despite the popularity of the flipped learning research, there is a lack of empirical evidence to review the knowledge of the concept more systematically, and flipped learning is not well known in a social sciences and humanities at the university setting. The study purpose is to investigate the positive effectiveness of implementing the flipped learning in social science and humanities settings. The analysis included filtering from a large number of publications to 21 primary studies published between 2015-2021. The result indicates a positive impact on students learning outcomes such as academic, personal, social and cognitive skills. The result also revealed that English language was the main focused filed in the employment of flipped learning compared to others. In addition, it was seen that the majority of the flipped learning studies included first year's students as the study level. Meanwhile, the most significant challenges encountered by students and instructors is the activities design depending on the technology being used and limited resources and time. The results revealed that the flipped learning is an effective approach in promoting positive outcomes and the needed century skills. Collaborative research amongst countries on the effect of flipped learning in the future studies to produce more complete findings.
Measuring the Effect of Subject-Specific Pedagogy on TPACK through Flipped Learning in E-Learning Classroom
Author: Widyasari, Frenika
Date: 2022-07-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Chemistry,Science Instruction,Science Teachers,Technology Integration,Educational Technology,Preservice Teachers,Foreign Countries,Program Effectiveness,Flipped Classroom

Technological pedagogical and content knowledge (TPACK) is an essential framework for chemistry teachers. Teachers are required to be able to integrate technology into learning so that TPACK must be acquired by pre-service chemistry teachers. TPACK can be integrated with a modified form of subject-specific pedagogy (SSP) as SSP has the same concept as PCK. In accordance, this study aims to measure the effect of using SSP through flipped learning on the pre-service chemistry teachers' TPACK. This research was conducted in Creswell's mixed-method. The subjects were 34 pre-service chemistry teachers from the chemistry education department in Indonesia. The data obtained from the pre-test and post-test were then analyzed by using Rasch's stacking-racking method. The result of this study indicated that pre-service chemistry teachers' ability (stacking method) from pre-test to post-test increased after being given the intervention. Then, the item analysis (racking method) showed that pre-service chemistry teachers found it easier to work on post-test items after being given the intervention. Based on the qualitative data, it was known that pre-service chemistry teachers could integrate technology with pedagogy and content in chemistry learning. It revealed that the intervention given during learning effectively affected the pre-service chemistry teachers' TPACK both in terms of personal ability and item difficulty level. Thus, strengthening TPACK since an early stage, as pre-service chemistry teachers, with specific treatments, could help them teach in real classrooms.
Students&apos; Profiles in the Perspectives of Academic Writing Growth Mindsets, Self-Efficacy, and Metacognition
Author: Djatmika
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Academic Language,Self Efficacy,Metacognition,World Views,Positive Attitudes,Self Control,Self Management,Writing Assignments,Theses

It has been a consensus that growth mindsets, self-efficacy, and metacognition have played their respective roles in academic writing. However, very few previous studies have investigated the contributions of those variables all together in single studies. Thus, the present study aimed to examine the interplay among academic writing growth mindsets, self-efficacy, and metacognition concomitantly as a single study by formulating seven hypotheses. Using partial least squares structural equation modelling (PLS-SEM), this quantitative study conveniently involved 464 undergraduate students from several majors, working with undergraduate theses. They were the students from four state universities and two private universities in Central Java and Papua, Indonesia. A valid and reliable questionnaire negotiating academic writing growth mindsets, self-efficacy, and metacognition was copied into the Google form, and the links were distributed to the respondents. Results demonstrated that, in the academic writing context, positive and significant relationships were encountered between growth mindsets and ideation self-efficacy, growth mindsets and convention self-efficacy, growth mindsets and self-regulation self-efficacy, ideation self-efficacy and convention self-efficacy, ideation self-efficacy and self-regulation self-efficacy, convention self-efficacy and self-regulation self-efficacy, and self-regulation self-efficacy and metacognition. Self-regulation self-efficacy mediated the correlation between growth mindsets and metacognition. Future's studies are expected to develop a structural model of academic writing factors by incorporating the other influential variable, e.g. critical thinking skills, because it might contribute to differences in academic writing skills.
School-Community Collaboration in Inquiry-Based Learning to Strengthen Religious Character and Improve Learning Outcome of Students
Author: Irwandi
Date: 2022-07-00
Type: Journal Articles
Subjects: School Community Relationship,Religious Education,Values Education,Teaching Methods,Foreign Countries,Biology,Science Instruction,Instructional Innovation,Outcomes of Education,Comparative Analysis,Learning Strategies,Inquiry,Active Learning,Cooperative Learning,High School Students,Scores,Measures (Individuals),Islam,Student Attitudes,Religious Factors

Character education and student, achievement are two main focuses of education in Indonesia in recent years that must be improved. The educators are given the mandate to innovate the learning strategy following the government policy to overcome these problems. This study aims to strengthen the religious character and improve the learning outcome of students through learning innovation that integrated the religious values into learning material that was carried out by involving the school-community collaboration in biology class. This is quasi-experimental research of pretest-posttest non-equivalent control group design that involves 240 participants of four public high schools in Bengkulu Province, Indonesia. The students' religious character and learning outcome were measured using questionnaires and essay tests, respectively. The data obtained were statistically analyzed using the ANCOVA test. The results showed that there was no interaction between the pretest data as a covariate with learning strategies, both on religious character data and student learning outcome. Both religious character and student learning outcomes in the experimental group were significantly higher than in the control group. The results revealed that school-community collaboration in applying inquiry-based learning that integrated religious values can be used as a strategy to strengthen students' religious character as well as improve learning outcomes.
SECTIONS Model Analysis for Pre-Service English Teachers&apos; Media Selection in Pandemic COVID-19
Author: Huriyah
Date: 2022-07-00
Type: Journal Articles
Subjects: Models,Preservice Teachers,English (Second Language),Language Teachers,Media Selection,COVID-19,Pandemics,Electronic Learning,Structural Equation Models,Foreign Countries,Influences

The development of technology-based learning cannot replace the teacher's role as an educator, but the teacher who does not want to learn technology, the teacher will be replaced. During the COVID-19 pandemic and the digital era of technology, it provides opportunities for teachers to develop creative ideas in the use of online learning media. This article aims to analyze the selection of elearning media using the SECTIONS model for pre-service teachers. The Structural Equation Model (SEM) approach was used to analyze the relationship between components of SECTIONS model and media selection variable. The number of participants in this study were 200 pre-service English teachers in the Institut Agama Islam Negeri Syekh Nurjati, Indonesia. The results showed that there was a significant effect between components of SECTIONS model and selection of e-learning media. The SECTIONS model is effective and efficient for selecting English e-learning media. Through the SECTIONS model, it can minimize the negative impacts caused by incorrectly determining e-learning media.
Self-Efficacy and Students&apos; Mathematics Learning Ability in Indonesia: A Meta Analysis Study
Author: Muhtadi, Ali
Date: 2022-07-00
Type: Journal Articles
Subjects: Self Efficacy,Mathematics Education,Academic Ability,Foreign Countries,Meta Analysis,Effect Size,Correlation,Elementary Secondary Education

Improving self-efficacy in the learning process of Mathematics is very important as the key to success in learning Mathematics. Self-efficacy in learning mathematics is a belief in one's ability to solve mathematical problems. Many studies have been conducted on the relationship between self-efficacy and students' mathematics learning ability in Indonesia. However, there are different representations or conclusions regarding the results of this study. Therefore, this study aims to examine the relationship of self-efficacy to students' mathematics learning ability in Indonesia using a meta-analysis approach. This study analyzed 40 research publications in national and international journals that were screened with certain eligibility criteria. The effect size in this study was determined by an acceptable 95% confidence level. To support the accuracy of the calculations used JASP software. The results of the study found that the effect size value generated by using the random-effect model estimation in the research analyzed was (M* = 0.65) with the lower limit of the confidence interval (LLM* = 0.51) and the upper limit of the confidence interval (ULM* = 0.80). This correlation measure is included in the strong category. These findings indicate that there is a positive and significant relationship between self-efficacy and students' mathematics learning ability in Indonesia. This means that the higher the self-efficacy, the higher the mathematical ability, and the lower the self-efficacy, the lower the mathematical ability. These findings will provide a solid theoretical foundation to improve students' mathematical achievement in the future.
Teaching Primary School Students through Local Cultural Games for Improving Positive Characters
Author: Syahrial
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Indigenous Knowledge,Games,Class Activities,Values Education,Personality,Child Development,Patriotism,Environment,Social Attitudes,Cultural Activities

Indonesia is a rich country. One of its wealth includes local wisdoms, spread out in the region. Traditional games are parts of local wisdoms in Indonesia. The purpose of this study was to see the relationship and comparison of responses and students' characters with the implementation of the traditional game called &quot;Congklak&quot; in classroom teaching. The research used the mix-method, which aimed to corelate and compare research variables. This study used a sample of 50 students with the total sampling technique. The data collection instruments used were questionnaires and interviews. Data analysis used descriptive statistics and inferential statistics. The result of the research is that there is a positive significant correlation between research variables, and there is different students' responses and students' characters, with a value of sig &lt;0.05 and in each dominant variable in the good category.
Improving the Supervisory Competence of Future Teacher Trainers with the Help of Innovative Technologies
Author: Issayev, Abdinabi
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Supervision,Competence,Educational Technology,Foreign Countries,Technology Uses in Education,Skill Development,Preservice Teacher Education,Electronic Learning

The purpose of this research is to obtain the opinions of prospective teachers about increasing the supervisory competencies of teacher candidates with the help of innovative technologies. The study group of the research consists of 125 teacher candidates studying at various universities in Almaty, Kazakhstan. Research data were collected through a semi-structured interview form developed by the researchers. As a result of the research, it has been revealed that the majority of teacher candidates have moderate supervisory competence. The pre-service teachers stated that the course content for increasing their supervisory competencies in the education they received was moderately sufficient. The vast majority of teacher candidates have a positive perspective on increasing their supervisory competencies with the help of technology. The preservice teachers presented the ability to use technology in supervision; to gain learning skills with technology support; and to gain the ability to understand students' interests, abilities and expectations with technology support as suggestions for increasing their supervisory competencies through technology. In addition, providing the ability to use technology in supervision with online education applications and organising teacher training programmes in accordance with the use of technology in supervision competencies are among the suggestions developed by pre-service teachers.
Information System for Public Relations via Mobile Application Using In-Depth User Experience According to Education Experts
Author: Jularlark, Sengdavanh
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Systems,Public Relations,Computer Oriented Programs,Users (Information),Satisfaction,Information Management

The information system for public relations via mobile application (PPSTC system) is considered a tool to promote public relations and information perception in digital age based on the application of new ideas that can respond to and accommodate the current world situations. This research aimed to analyse and develop the PPSTC system; and assessment of the use of the PPSTC system. The participants consisted of experts from various institutions in higher education, including and teachers, staff, students of Pakpasak Technical College, and outsiders aged 17 to 25 years. The data collection tools are as follows: the PPSTC system; the effective evaluation form; the assessment form for users' proactive perception of information; and the assessment form for users' satisfaction. The results of the study indicated that (1) the overall performance evaluation was highly; and (2) the overall users' perception of information and users' satisfaction were high.
Self-Regulated Learning in Kenyan Classrooms: A Test of ePEARL, a Process e-Portfolio
Author: Lysenko, Larysa
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Feasibility Studies,Electronic Publishing,Portfolios (Background Materials),Public Schools,Secondary School Students,Educational Technology,Program Effectiveness,Self Management,Portfolio Assessment

To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students' capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning--forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of self-regulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction.
Teachers&apos; Perceived Effectiveness in Online Teaching during COVID-19 Crisis: Comparing Jewish/Arab Teachers in Israel
Author: Masry-Herzallah, Asmahan
Date: 2022-07-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Arabs,Jews,Online Courses,Synchronous Communication,Comparative Analysis,Foreign Countries,Socioeconomic Status,COVID-19,Pandemics,Teacher Attitudes,Teacher Characteristics,Teaching Load,Working Hours,Instructional Effectiveness,Educational Change,Job Satisfaction,Age Differences,Technological Literacy,Pedagogical Content Knowledge,Asynchronous Communication,Family Characteristics,Achievement Gap,Distance Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Teaching Methods

The research examined teachers' perceptions of factors affecting their perceived effectiveness in online teaching in the Israeli educational system, comparing Jewish and Arab teachers' views during the Covid-19 crisis. The research employed quantitative and qualitative approaches. 295 teachers responded to a questionnaire, and 22 teachers participated in a semi-structured interview. Quantitative data analysis found that the variables socio-economic status, the teacher's age, technological competence, frequency of synchronous teaching and their satisfaction with the profession significantly predicted perceived effectiveness in online teaching. Comparison between Jewish and Arab teachers indicated the correlation between sector and perceived effectiveness in online teaching is mediated by the number of teachers' synchronous teaching hours. Above all the variables, Jewish teachers' perceived effectiveness in online teaching is best explained by the number of synchronous teaching hours. Jewish teachers taught on average more synchronous online hours per week in comparison to Arab teachers, and the number of synchronous teaching hours predicted perceived effectiveness in online teaching. Quantitative and qualitative data, gathered from the interviews with the teachers were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed that the transition to online learning may increase extant gaps between Israeli society's sectors.
A Review Study of Research Articles on the Barriers to Inclusive Education in Primary Schools
Author: Kurowski, Martina
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,Educational Research,Barriers,Inclusion,Elementary Education,Equal Education,Regular and Special Education Relationship

This article presents a review of research studies related to the theme of barriers to inclusive education in primary schools. The basic data set for our study consisted of 27 expert articles selected from the Web of Science and Scopus databases according to clearly defined criteria. The result of the analysis provided findings that appear across all the texts. The research questions of this review study are what the barriers to inclusion in primary schools are, what we know about them, and whether there are ways to reduce them. We focused in more detail on the themes of discrepancies between legislation and practice, teaching barriers in the classroom, transdisciplinarity and interprofessionalism, and methodological specifics. In the analysis and discussion, we delineate the essential points of the individual articles by searching for similarities and differences among the texts.
The Effect of Item Form on Estimating Person&apos;s Ability, Item Parameters, and Information Function According to Item Response Theory (IRT)
Author: ALKursheh, Taha Okleh
Date: 2022-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Test Items,Item Response Theory,Test Format,Multiple Choice Tests,Mathematics Tests,Undergraduate Students,Item Analysis,Academic Ability,Mathematics Skills,Faculty Development,College Faculty,Error of Measurement,Foreign Countries

This study aimed at comparing the effect of two test item formats (multiple-choice and complete) on estimating person's ability, item parameters and the test information function (TIF).To achieve the aim of the study, two format of mathematics(1) test have been created: multiple-choice and complete, In its final format consisted of (31) items. The test has been applied on (300) students in Tabuk University. The responses of the examinees were analyzed by BILOG-MG 3 programs for each item form according to the two parameter logistic model. The study findings revealed the following: there were statistically significant differences at the level of significance ([alpha]=0.05) among the standard error means for estimating item parameters (difficulty and discrimination) due to the format of test item in favor of the complete test. And the results showed there were statistically significant differences at the level of significance ([alpha]=0.05) among the standard error means for estimating person's ability due to the format of test item in favor of the complete test. On the other hand, the results showed there were statistically significant differences ([alpha]=0.05) among the standard error means of test information function (TIF) due to the format of test item in favor of the complete test. The study recommends educating teachers to diversify the forms of items of the tests they use so that they contain the two forms (multiple-choice and complete), and using complete items on a larger scale. than it is now being more discrimination.
The Effect of Self-Directed Learning on Students&apos; Digital Literacy Levels in Online Learning
Author: Rini, Riswanti
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Digital Literacy,Electronic Learning,Foreign Countries,College Students

Digital literacy is a media-based learning that combines education and technology with the hope that students can make the most of it. This requires learning skills, one of which is the ability to take the initiative to be responsible for learning materials, often called self-directed learning. The purpose of this study was to describe the effect of self-directed learning on students' level of digital literacy in online learning. This study used a quantitative approach with ex-post facto research type. The populations in this study were students of the University of Lampung with a sample of 947 taken using simple random sampling. The data collection instrument used was adapted from the Self Rating Scale of Self-Directed Learning (SRSSDL) and Digital Literacy Measurement (DLM). The data collected were analyzed using linear regression. The results showed the positive and significant effect of self-directed learning on the digital literacy level of students, with the contribution of 54.80%, and the rest was influenced by other factors that were not measured in this study. The effect also had a positive direction, which means that the higher the student's self-directed learning score, the better the digital literacy skills will be.