The study aims to assess online assessment practices in a public university, addressing questions about self-efficacy levels, tools used, challenges faced, and proposed solutions. The chosen methodology employs a cross-sectional survey design, collecting both quantitative and qualitative data from 50 instructors in Türkiye through a convenience sampling method. Results indicate a moderate level of self-efficacy among participants, with challenges identified in monitoring student progress objectively and incorporating alternative assessment techniques. The study highlights a preference for summative assessments, particularly assignments, projects, and quizzes. Discussions and e-portfolios are less favored. The instructors addressing challenges in online assessment employ various precautions across assessment tools, processes, assessors, and the Learning Management System (Canvas). The strategies include enhancing question quality, favoring higher-order thinking skills, utilizing diverse assessment tools, and implementing precautions like item banks. During the assessment process, precautions involve considerations for exam duration, informing students, and encouraging professional development. In the Learning Management System, instructors rearrange options, enforce single answers, and seek assistance for technical challenges. To ensure internal validity, teachers have opted for measures to prepare questions according to lesson achievements, improve communication with students, and use different measurement tools. Findings resonate with the Technological Pedagogical Content Knowledge (TPACK) model, showcasing the integration of technological, pedagogical, and content knowledge to enhance online assessments' reliability and validity. The findings suggest a need for professional development to enhance instructors' competencies in addressing challenges and promoting a more balanced use of assessment methods in online education.
Developing media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments.
Upon examining the historical trajectory of literature, it becomes evident that literary works often incorporate terminology shaped by contemporary age and technological advancements. An essential consideration lies in understanding the influence of technology on language skill development, learner achievement, attitudes, and motivation in literature education, particularly regarding the introduction of new terms. This study investigates the impact of modern teaching technologies on the instruction of new terms in Kazakhstan literature, analyzing its effects on students' achievements, attitudes, and knowledge retention. Employing a quasi-experimental design with a control group pre-test post-test model, the study involved 63 students in a literature department at a Kazakh university. The experimental group was taught new terms through the MoodleCloud program, while the control group received traditional instruction. Experimental applications in the study lasted 6 weeks. The research findings underscore a significant enhancement in students' achievements, attitudes, and retention when utilizing modern teaching technologies for literature instruction.
Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers.
This research examines the factors that influence students' choices to pursue Science, Technology, Engineering, and Mathematics (STEM) degrees in the United Arab Emirates. Our study investigates the impact of psychosocial variables, including math anxiety, educational stress, and family expectations, on the decision of 558 children to pursue STEM education. We have discovered that there is a positive correlation between greater levels of school stress and parental expectations and the possibility of enrolling in STEM fields. Moreover, gender appears as a notable indicator, as males have a greater propensity towards STEM. The study emphasises the necessity of implementing comprehensive treatments to tackle math anxiety, educate parents about STEM jobs, and offer efficient stress management assistance for pupils. The implications have a wide reach, including politicians, educators, and parents that aim to foster a varied and driven community of STEM students in the UAE. Additional investigation is advised to explore the complex interactions of psychological elements that influence educational decisions.
This research analyzes the contribution of learning the history of early independence in fostering a philosophical understanding of nationhood. The research questions are: 1) What kinds of philosophical understanding of nationhood are perceived as pro-Islamism and pro-secularism by high school students? 2) How is nationalist behavior expressed as an act of accepting secularism and opposing Islamic fundamentalism by high school students? Moreover, 3) How do factors contribute to high school students' actions and philosophical understanding of nationhood? This research was carried out using qualitative methods. This research involved 34 students enrolled in class XI 6. We researched at SMA 1 Semarang (a High School) in Indonesia. This research analyzed data from memos written by students, class activities, and conversations. Data was analyzed using qualitative content analysis. The findings showed that the nation's pro-Islamist philosophy is reflected in an attitude of fanaticism, difficulty accepting differences, and support for a closed system. A pro-secularism attitude is reflected in accepting differences, moderation, and prioritizing universal values. Accepting secularism and rejecting Islamic fundamentalism is perceived as an attitude of accepting historical agreements, moving away from fanaticism-based conflicts, and preparing for a more democratic future. The philosophical understanding of nationhood is formed by in-depth arguments on socio-political-religious phenomena, acceptance of historical agreements, and hopes for a peaceful future. The findings indicate that future research needs to investigate the teaching of national philosophy in Indonesian history material in different periods or events. They can also be carried out for teaching national philosophy in other places or countries.
The current study aimed to investigate Fear of Missing Out (FoMO) and Self-Esteem levels among 7th and 10th-grade students in private schools in Amman, Jordan. Additionally, the study aimed to explore the relationship between FoMO and self-esteem. The research also intended to examine differences in FoMO and self-esteem levels between male and female students and across different grade levels. The sample consisted of 590 students randomly selected from private schools in Amman for the academic year 2022/2023. To achieve the study's objectives, the researchers translated and utilized measures of FoMO and self-esteem. They verified the reliability and validity of these measures and administered them to the study sample. The study adopted a descriptive and correlational approach as the most appropriate, aiming to describe the levels of FoMO and self-esteem and reveal potential correlations between the two variables. The results indicated a low level of FoMO among students and a high level of self-esteem. A significant negative correlation was found between FoMO and self-esteem. There were also significant differences in FoMO and self-esteem levels across different grade levels, with 7th-grade students scoring higher in all dimensions. However, there were no significant differences in FoMO and self-esteem levels between male and female students, except for the "need for fame" dimension. Statistically significant differences were observed in FoMO levels attributed to grade level, favoring seventh-grade students in all dimensions. No statistically significant differences were found according to gender variables, except in the "need for fame" dimension. Results showed no statistically significant differences in self-esteem related to gender, but there were significant differences in self-esteem related to grade level, favoring tenth-grade students. The mean self-esteem score for tenth-grade students was 3.16, while it was 3.05 for seventh-grade students.
The purpose of this study is to determine the spatial thinking ability of high school students using indicators from Sharpe-Huynh model. These indicators include analysis, spatial interaction, scale, representation, comprehensiveness, and application. Furthermore, this study examined the effect of Earthcomm learning on student’s spatial thinking ability. This study research employs a quantitative study, utilizing a quasi-experimental design with a non-equivalent control group. The study is conducted among school students in Padang City, West Sumatera Province, Indonesia. The research population consisted of 287 students, divided into eight research groups. Data on students' spatial thinking ability were collected through the Sharpe-Huynh model of spatial thinking ability test. Before further analysis, the data were assessed for normality and homogeneity. The experimental group utilized earth science in the community (Earthcomm) learning model, while the control group employed conventional learning. The research data were analyzed using Mann-Whitney U test. The findings revealed that the spatial thinking ability of high school students ranged from low to moderate. The Earthcomm learning model demonstrated a significant impact in improving spatial thinking skills. The impact of Earthcomm learning on enhancing spatial thinking abilities among high school students is elaborated in the following article. .
This study explores eight key themes: Self-control, personalized learning, smartphone habits, future-time perspective, information overload, digital literacy, meaningful learning, and metacognitive awareness. The primary objective is to investigate the correlations among these factors. Virtual presence serves as a moderating variable, influencing the connections between smartphone habits and digital literacy, as well as between self-control and digital literacy. Additionally, it moderates the relationship between self-control and information overload. The study collected data from 597 engineering students, utilizing a quantitative research approach and employing a questionnaire as the research instrument. Statistical analysis was conducted using a partial least squares structural equation model, implemented with SmartPLS version 4. The study's hypotheses showed a significant impact on each variable, with only the relationships between information overload and meaningful learning, and smartphone habit and metacognitive awareness showing no significant effects, as indicated by the findings.
Understanding teachers' expectations of university social responsibility (USR) is imperative for formulating effective human resources strategies within higher education institutions (HEIs). This study delves into teacher perceptions of USR within the context of higher education institutions (HEIs) in emerging countries, examining how these perceptions influence teacher satisfaction. The mediating roles of HEIs' reputation and image in shaping this relationship are also explored. Data were collected from 140 teachers across 15 Vietnamese universities. The research model underwent evaluation through structural equation modeling (SEM) utilizing the Partial Least Squares path modeling. The results affirm a positive influence of teachers' perceived USR on their satisfaction with universities. Notably, both HEIs' reputation and image serve as mediating factors in this relationship. Regarding the specific USR constructs, the findings highlight that teachers' overall perception of USRs is constructed based on their engagement with educational, environmental research, and partnership responsibilities within HEIs. This study underscores the importance of cultivating a positive reputation and image when integrating USR into the governance strategies of higher education institutions.
Most vocational high school (SMK) graduates do not have high financial competitiveness and are still unemployed, even contributing to the highest unemployment rate compared to graduates from other schools. This study aims to identify resource sharing between schools, vocational training agencies, and industry in preparing vocational high school graduates to be ready to work and highly competitive. The research design adopted by the study is qualitative research combined with percentage descriptive research. The study was conducted in Malang. The study subjects consisted of students, teachers, school principals, heads and staff of vocational training centers, and industrial managers who were used as places for industrial work practices. The study results show that vocational high schools cannot produce highly competitive graduates without job training institutions and large industries’ support. Resource sharing in the form of laboratories, workshops, internships, and human resources should be made between vocational high schools, vocational training centers, and industry.
This study aims to be able to describe a learning model of sociology education based on case studies of banking crimes for students in universities. Sociology learning is one of the most important studies for students at the Faculty of Social Sciences, this is because this study can examine the interactions and cases that occur from the perspective of the perpetrator and also the victim. So that this is one of the very interesting studies to be presented in learning as a form of case study in sociology lectures. Contextual learing is one of the right learning models to be used as steps in learning. The research approach used is qualitative with a case study method. This is because researchers use interviews, observations and also focus group discussions (FGDs) in the data collection process. The number of respondents involved in this study was 20 people, consisting of 5 lecturers and 15 students from the sociology study program, so they were people who focused on studying in the field of sociology. The results of this study show that contextual learning models can be used as an alternative in teaching sociology, because this learning model can be used by presenting problems in daily life as well as problems related to banking crimes. In the end, the lecturers can conduct an evaluation and the result is that the students can obtain and improve their abilities about the banking crime. Then contextual learning can also foster student engagement where students actively give their opinions in class, and also gain knowledge and curiosity when learning this.
This study aims to examine the effects of electronic games on students’ academic achievement. The study was conducted on a sample of parents in the city of Al Ain, United Arab Emirates. A questionnaire was used for data collection, with a sample of 76 parents randomly chosen, comprising 64 females (84.2%) and 12 males (15.8%). The study findings revealed that most students who preferred adventure games used electronic games on weekends for entertainment. However, excessive usage of these games had a negative impact on their academic achievement. Games tend to consume students’ time, which in turn, affects their achievement. Based on the study results, the researchers recommended raising awareness among families regarding the risks of electronic games for children and their effects on their academic achievement through workshops, lectures, and seminars. Further research studies should be conducted to highlight the effects of electronic games on students’ academic achievement from the perspectives of students themselves and their teachers.
This study focuses on parental divorce and its psychological effects on the behavior of preschool children. Currently, an increase in the number of divorces is observed and is associated with a psycho-social problem that affects the healthy development of children. The study aims to address this issue. The study employed the quantitative methodology. A 6-point Likert scale questionnaire was used to measure the attitudes and evaluations of the respondents regarding the negative consequences of parental divorce for preschool children. The study aimed to help divorced parents and kindergarten teachers to increase the quality of educational work with this category of children.
This study aims to describe the quality of online learning at MTs in Ciamis Regency during and after the pandemic. With this survey, it can be mapped, the percentage of the best quality level, good, medium, lacking and very lacking, so that corrective steps and policies are found both internal and external stakeholders must take that. The design of this research is survey research that looks at trends in field phenomena by exploring through questionnaires or research instruments filled out by the heads of Madrasah Tsanawiyah (MTs) of Ciamis Regency, both state and private. The research was conducted from January to November 2021 with a population of 152 heads of public and private MTs, and vice principals for curriculum, finance, and student affairs. Primary data analysis using descriptive percentage analysis. Based on the survey results, it can be concluded that the quality of online learning at MTs Ciamis post-pandemic is very unsatisfactory. Online learning outcomes are lower than offline. The method that is mostly used by teachers is lecture and question and answer. low level of satisfaction, and far more non-technical constraints than technical constraints.
Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.
Trickle down economics is a fallacious metaphor that hurts working people and the civic commons. In this paper, we discuss the role and impact metaphors have in economics education. We explore the stickiness of “truthy”, but ultimately false, metaphors and offer to economics educators alternative metaphors with which to displace this problematic metaphorical language. In its place, we propose a restorying of this fiction to tell a more truthful story in economics classrooms using the dual metaphors of evaporative economics and economic desertification. We end by identifying the limitations of metaphorical language in the teaching of complex economic concepts, even while we recognize the power of these tools to elicit engagement in and with economics content that has real and lasting impacts on individuals and communities.
The purpose of this study is to examine whether vocational graduate competitive advantage is associated with servant leadership, participative leadership, democratic leadership, and graduate competence. It also aims to examine the extent to which graduate competency acts as a moderator. A structural equation modeling (SEM) is used to analyze the study data. The study adopted the quantitative survey design to examine responses from school principals, staff, teachers, and students at a vocational school in Samarinda, East Kalimantan, Indonesia. The study results show that servant leadership and participative leadership positively and significantly affect vocational graduates' competitive advantage. Graduate competence strengthens the relationship between leadership styles (serving, participatory, and democratic leadership) and vocational graduate competitive advantage. These findings revealed that the competitiveness of vocational school graduates in East Kalimantan can achieve optimal results if vocational school leaders are able to anticipate and track organizational changes through their authority to build structures, people, technology, and mechanisms that can create a new and more productive culture. Such findings could help Indonesian policymakers increase vocational school graduates with a competitive advantage to compete in the industrial world.
This study aims to analyze parents' roles in building student competence oriented toward educational sustainability development (ESD) in Cirebon, West Java, Indonesia. In this study, ESD is discussed in the context of loving the environment and efforts to prevent contamination of air, water, and soil. The study adopted a qualitative research design with a phenomenological approach. The research location is Cirebon, a city of West Java in Indonesia. The research subjects consisted of parents and elementary school students from first to sixth grades as a form of self-education regarding sustainability development. The research was conducted between February 2022 and November 2022. The study data were collected using the participant interview method and observation of participation, supported by secondary data documentation. The validity of the data was increased by checking, rechecking, cross-checking, and prolonging their stay at the research location. Miles and Huberman’s approach was used to analyze the data at hand. This approach consists of four research stages: data collection, data classification, data reduction, and conclusion. The study results show that parents have a very important role in cultivating student learning competencies with an educational orientation of sustainability development. From an early age, parents should instill competence in students that education must be oriented toward environmental sustainability and avoid actions that result in contamination of soil, water, and air in the framework of the survival of the earth and human survival. Children must go to school and be smart to become the next generation who will come in good condition and love preserving the earth and human life.
Intolerance attitudes are still common in school environments, and governments must dedicate efforts to building religious moderation attitudes in society. It is explained in this study that intolerance cases have not been effectively reduced by religious moderation in religious and moral education learning in public schools. A descriptive qualitative approach was applied with data sources through observations, interviews, and textbook documents. The study objectively described religious moderation content in textbooks, the time allocation of Islamic religious education (PAI) learning in schools, and the supporting activities of religious moderation in schools. The content of the textbooks on Islamic religious and moral education has not yet contained comprehensive religious moderation indicators. It can be seen from the religious indicators’ classification, such as national commitment, tolerance, antiviolence, and accommodation of local culture, that less time is available for religious and moral education. Therefore, the content of religious moderation needs to be integrated into all subjects. Likewise, extracurricular activities must be activated and filled by strengthening religious moderation, including Islamic spiritual activities. The importance of the understanding of teachers on religious moderation was proven by this finding because teachers are role models for students in religious attitudes. Additionally, evaluation is needed for educational stakeholders, such as educators, curriculum, and time allocation, to reduce intolerance cases. School stakeholders can be role models for implementing religious moderation in and out of schools.
