International Journal of Instruction
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    238 research outputs found

    How Are Students' Prior Knowledge Differentiate Analytical Thinking Process in Identifying the Convergence of Real Number Sequences?

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    Analytical thinking is needed in solving complex problems, including mathematics. One of them is identifying the convergence of real number sequences. The analytical thinking process includes three cognitive processes, namely differentiating, organizing, and attributing. It will allow a student to build knowledge by connecting experience with prior knowledge. Until now there has been no study that examines the analytical thinking process in terms of students' prior knowledge. This present study aims to describe students’ analytical thinking process in identifying the convergence of real number sequences in terms of students' prior knowledge. This descriptive study with a qualitative approach involved twenty-one students as subjects consisting of students with low, medium, and high prior knowledge. Data were collected using tests and interviews. The triangulation method was carried out as a data validation process. Data analysis used the constant comparative method. The results showed that the higher the students' prior knowledge, the more detailed the differentiating process was. The organizing and attributing processes are carried out depending on the results obtained in the differentiating process. This is important to understand to be able to facilitate the development of analytical thinking skills by paying attention to students' prior knowledge

    The Effect of Technological Skills on Developing Problem Solving Skills: The Moderating Role of Academic Achievement

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    This study examined the effect of technological skills and academic achievement on developing problem-solving skills and investigated the moderating effect of academic achievement on the effect of technological skills on developing problemsolving skills. This study's population consists of all secondary school students in the Directorate of Education in the Southern Mazar region in Jordan. 302 students’ secondary school students were selected as random sampling techniques were used to conduct this study. A quantitative approach in the form of an online questionnaire-based survey was performed to achieve the objectives of the study. The software utilized for analysis was SPSS 23 and SmartPLS-3. The results indicated that technological skills have a positive and significant impact on developing problem-solving skills with scores of R2 is 0.664. In contrast, academic achievement has an insignificant effect on developing problem-solving skills with scores of R2 is 0.035. However, the academic achievement was able to strengthen the positive relationship between technological skills and developing problemsolving skills that the improved level of R2 from 0.664 to 0.677

    The Effectiveness of a Textbook Based on Multicultural and Contextual Understanding as a Learning Material for Scientific Writing

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    A multicultural and contextual-based textbook is scientific writing learning material that presents multicultural and contextual-based language materials for Buddhist college students. This study aimed to describe the effectiveness of a multicultural and contextual understanding-based textbook in improving the scientific writing skills of Buddhist college students. The data collection was carried out by employing mixed methods of statistical analysis, interviews, observations, and document analysis. The research data were obtained by using test results or the products of students' writing skills. The research samples were 101 students of a Buddhist college in the Central Java Province, Indonesia. The study results revealed that a textbook based on multicultural and contextual understanding as learning material for scientific writing could effectively improve the scientific writing skills of Buddhist college students. The results of statistical analysis using the One-way ANOVA test showed Fcal > Ftable (47.74 > 3.09). Thus, there were significant differences in the ability to write scientific papers in the experimental group of students. These results indicated that a multicultural and contextual-based textbook as teaching material for scientific writing for students of Buddhist college was more effective than books that lecturers have used. It was later reinforced by the results of interviews with students and lecturers

    Sex and Grade Issues in Influencing Misconceptions about Force and Laws of Motion: An Application of Cognitively Diagnostic Assessment

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    The force and laws of motion concept is a key concept for learning mechanics and comprehending other complex concepts in physics. If students possess misconceptions about this concept, learning mechanics will be meaningless, which could lead to failure in physics learning. Sexes and grades may influence students’ misconceptions. However, there are contradictory findings regarding their effects on students’ misconceptions. In this study, we diagnosed misconceptions about force and laws of motion in 522 Thai high schoolers using the cognitively diagnostic assessment. Misconceptions about force and laws of motion comprise six attributes, i.e., (1) resultant force, (2) Newton’s first law of motion, (3) Newton’s second law of motion, (4) Newton’s third law of motion, (5) frictional force, and (6) gravitational force. In addition, we compared the proportional differences among students of different sexes and grades who possessed misconceptions about each attribute of force and laws of motion. The results showed that the percentage of high schoolers who possessed misconceptions was high for all six attributes. There was a significant difference in the proportion of male and female students who possessed misconceptions about resultant force. Moreover, there were significant differences in the proportions of students of different grades who possessed misconceptions about resultant force and Newton’s second law of motion. The research findings suggested teachers should develop remedial programs to correct their high schoolers’ misconceptions about force and laws of motion for all six attributes

    Direct Instruction with Task Sheet-Based Learning Model: An Alternative Approach to Encourage Learning Motivation during the Covid-19 Crisis

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    The transformation of physical education learning into online learning during the covid-19 pandemic impacts student participation in learning, requiring new techniques that might motivate students to engage in online learning activities. This research investigates the effectiveness of using a task sheet-based direct instruction learning model to increase elementary school students' physical education learning motivation. Experimental research with a pretest-posttest group design was employed in this research. Twenty-four fifth-grade students (16 male and eight female students) were employed in this research. They were grouped into two groups, the experimental and the control group. The research instrument used in this research was Elementary School Students' Learning Motivation Instruments in Physical Education to measure students' learning motivation levels. The data obtained were analyzed using a t-test. The results of this research revealed a significant effect of applying the task sheet-based direct instruction learning model to increase students' motivation in learning physical education in elementary schools. In this study, the researchers concluded that applying the task sheet-based direct instruction learning model was more effective in developing elementary school students' motivation than the conventional learning model in physical education learning. The use of Task Sheet-based Direct Instruction learning model can be used as an alternative for teachers in teaching physical education at elementary schools, both in online and offline learning

    Improving Fine Motor Skills of Children Using Eggshell Collage Media

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    Fine motor skills are needed by children when entering elementary school. The skills help them to be active in class. However, many children do not have fine motor skills, so they have difficulty participating in classroom activities. This is presumably due to the lack of stimulation at home or in early childhood education institutions. This study investigated the effectiveness of improving fine motor skills for children aged 5-6 years using eggshell collage media. The study used a quasiexperimental approach with a pre-test and post-test design. The participants of this study were 15 children aged 5-6 years at early childhood education institutions selected using a purposive sampling technique. Data analysis used paired sample ttest. The results showed that before the action (pre-test), the researchers categorized children's fine motor skills as they started the growing phase; after the action (post-test), fine motor skills were categorized as developed as the expected phase, and there was an influence of eggshell collage media. With a Significant 0.000 < 0.05, it is recommended that parents and teachers implement eggshell collage media to improve the children's fine motor skills

    Development of Learning Management System Model and Numerical Literacy-based Message Content

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    The objective of this research was how to efficiently create message content that will be given to primary students through LMS (Learning Management System). The research method used was a sequential mixed method by combining qualitative and quantitative research. The qualitative method used Research and Development research with the ADDIE model to see the quality of the products being developed, while the quantitative method was done to see the effectiveness of the product through testing the average similarity and proportions through. Some instruments such validation sheet, questionnaires, and learning achievement test were used to collect the data. 84 second grade elementary students from three different schools were involved in this research whereby they were selected by using convenient sampling. Results of this research revealed that the validity of LMS model was valid for learning tools, and very valid for model books, media presentations, and e-learning. Additionally, the practicality test showed that teacher assessment in one-to-one, small group, and field was very practical for each of assessment. Meanwhile, z test showed that the proportion of students who had learning outcomes above the minimum passing criteria at the posttest was higher than at the pretest in Classes A, B, or C

    Value-based Blended Learning Model for Strengthening Students’ Character

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    In the era of the Fourth Industrial Revolution, blended learning must focus on strengthening students' character, in addition to building their knowledge and skills. To achieve this goal, it is essential to develop a blended learning model that is based on values. This study aims to describe the value-based blended learning model and its effect on strengthening student character. We used Borg and Gall's Research and Development method for our research, which involved a total of 265 university students enrolled in Pancasila and Civic Education courses at Universitas Pendidikan Indonesia, Universitas Sebelas Maret, dan Universitas Negeri Padang. Data were collected using interviews, questionnaires, and attitude scales and analyzed using qualitative interactive, quantitative descriptive and correlation-regression analysis. The results revealed that (1) the value-based blended learning model for character strengthening was carried out by integrating characters at all combinations, all stages of learning, and on all components of learning, habituation, role models, rules, rewards and punishment systems; 2) most students perceive very well the implementation of value-based blended learning in Pancasila and civics education courses; and 3) most of the students showed very good character. The dominant characteristics developed in value-based blended learning were critical thinking, creative and innovative thinking, independence, collaboration, hard work, digital literacy, democracy, religiosity, peace, responsibility, and tolerance. (3) The application of value-based blended learning has an effect of 50.8% on strengthening student character. Therefore, value-based blended learning should be implemented to strengthen student character

    Breaking Down Barriers to Science Education: Evaluating the Readability of Science Textbooks for second-grade Secondary Students in Jordan

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    This study investigated the readability level of second-grade secondary school scientific stream Chemistry and Physics textbooks in Jordan, determining the effect of gender on the degree of readability, in addition to knowing the order of the textbooks according to the degree of their readability in both books. The current study was conducted to determine the readability level of chemistry and physics textbooks by involving 300 second-grade secondary school students of the public schools affiliated with the Directorate of Education, Jordan. Four Cloze tests were prepared from different topics of both textbooks to measure their readability. The test included four texts with 20 words omitted from each text, and the texts were presented in the same format as in the textbooks, with clear instructions provided for the students. A pilot sample outside the study sample was administered with the test-retest method to confirm the reliability of the four tests for both textbooks. The findings revealed that physics textbooks had a higher level of readability than chemistry textbooks. A significant difference (p≤0.05) was observed based on the type of textbook in the readability of chemistry and physics textbooks. The scientific texts in the chemistry textbook were ordered in light of their readability level. In contrast, the scientific texts in the physics textbook were not ordered in light of their readability level. The study concluded that the readability level of Jordanian Chemistry and Physics textbooks of the second grade of the scientific stream differed significantly (p≤0.05). The study recommends that the Jordan Ministry of Education should appoint a panel of experts to review the textbooks and make the necessary changes to improve their readability level

    Role-Playing or Retelling Stories: Which One is Preferable in the PostReading Stage? - Answers from Direct Stakeholders in English Classes

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    Several studies have indicated the benefits of role-playing (RP) and retelling stories (RS) in English language teaching. However, almost none of them has examined the users’ preferences for these techniques in English as a foreign language (EFL) teaching and learning, especially in the post-reading stage. Consequently, this current study was conducted to investigate the EFL teachers’ and students’ perceptions of the benefits and challenges of using the two techniques as post-reading activities. Besides, the stakeholders’ preferences between RP and RS were examined. There were three EFL teachers and 109 students participating in this current study. The study used a questionnaire, semistructured interviews, and focus group interviews to collect data. The results revealed that RP was useful for developing EFL students’ socialization and brightening the learning atmosphere, and RS helped improve students’ linguistic competencies. Nevertheless, the techniques caused much noise, were unsuitable for large and mixed-level classes and encountered students’ unwillingness to participate. Besides, two-thirds of EFL teachers preferred RP more than RS. On the other hand, EFL students preferred RS to RP due to their constraints. Based on the study results, pedagogical implications have been made for better implementation of the techniques

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