Incorporating financial literacy in video clips amongst high school students

Young adults with enough financial knowledge can commonly make good financial decisions, whereas those who lack financial literacy are always burdened by student loans and credit card debts. Acquiring adequate financial knowledge has become crucial among young adults. The present study investigated the effectiveness of incorporating financial literacy into videos among high school students. The video clips were incorporated into financial literacy in the economics curriculum to engage students and facilitate their learning of financial literacy. This study employed the mixed-methods explanatory design. The data analysis procedures in this design involved collecting the quantitative data, analyzing the data, and using the data to guide the follow-up interviews. A total of 327 students participated in this study. The results showed a significant change in students’ behavior regarding financial literacy (F=271.847, p<.05). Financial literacy should be instilled to students from primary school through tertiary education to ensure long-term sustainability effects

Reading and Writing Ability of Dyslexic Students Through Simultaneous Multisensory Teaching (SMT) Method

ABSTRACTThe purpose of this study is to analyze the use of the Simultaneous Multisensory Teaching method (SMT) on improving reading and writing skills of dyslexic students . Students with dyslexia in addition to having difficulty in writing, also generally have difficulty in reading and mentioning a letter, word, and sentence, and often reverse in writing and mentioning letters. One of the methods recommended by International Dyslexia Association (IDA) in improving reading and writing skills of dyslexic students is the Simultaneous Multisensory Teaching (SMT) method. SMT is a special method for students with dyslexia. The learning process goes through special stages to develop students' abilities by optimizing several senses in an integrated manner. The subjects in this study were single participants, namely students with dyslexia with the initials AMJ , who were Grade IV students at SDN 1 Pasirlangkap, Cikidang District, Sukabumi Regency . This research uses an approach qualitative with descriptive method . Data collection techniques using interviews, observation, and documentation. Data analysis techniques consist of: 1) data reduction, 2) data presentation, and 3) drawing conclusions. The results showed that gradually the students' reading and writing abilities began to improve by using the SMT method . The ability to recognize letters that are often confused has begun to be mastered, both in pronunciation while reading and writing. Similarly, reading and writing words and sentences, there has been a change compared to the initial observations, which tend to have a lot of writing errors. Based on this, it can be concluded that the use of the SMT method can improve the reading and writing skills of dyslexic students

Enhancing Classroom Learning through Hybrid Teaching and Learning: Insights from a Four-Session Training Program

Hybrid learning, with a focus on facilitating students’ problem-solving skills, is a new and innovative approach which teachers can employ to inculcate higher-level thinking among their students. Accordingly, the purpose of this hybrid training program is to equip teachers with the skills to create hybrid learning instruments that facilitate problem-solving in their classrooms. The training methods include presentations, Q&A sessions, discussions and performances in the form of direct exercises guided by a facilitator (or resource person). Offline teachers from Madrasah Ibtidaiyah (MI) Muhammadiyah Kramat and online teachers from a primary school, or Sekolah Dasar (SD) MI Muhammadiyah Se-Banyumas attended the training. In general, training activities are structured into 4 stages, namely (1) training on creating instruments and implementing hybrid learning to support problem-solving; (2) assisting in the creation of hybrid learning instruments; 3) monitoring, testing, and implementing hybrid learning in the classroom; and 4) reflecting on the outcomes of implementing hybrid learning. Insights gained from the training program that aims to create hybrid learning instruments, are presented and discussed

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

This study was carried out to uncover the pedagogical gaps by characterizing the teaching practices of chemistry within a teacher education institution and subsequently, identifying the prevalent, non-prevalent and unobserved teaching practices. Accordingly, this implementation study employed the classroom observation method. The one-semester implementation of 11 chemistry lessons of a university lecturer was observed using a psychometrically-validated observation checklist comprises 50 items or indicators that measure six principles (dimensions). The use of the observation checklist entails checking whether each indicator is observed or otherwise during classroom observations. With a frequency of more than 25% to be considered prevalent, the findings indicate that the lecturer prevalently “maintained a scaffolding of instructional alignment” (62.5%), “offered quality learning environments, resources, and technology” (57.1%), and “promoted positive beliefs, attitudes, and behavioral patterns” (54.5%). However, it was a non-prevalent practice in “encouraging intellectual curiosity” (8.3%), and “promoting an atmosphere of critical thinking and inquiry” (14.3%). The practice of “offering a varied learning atmosphere” was, regrettably, non-existent (0%). The pedagogical gaps uncovered are discussed in terms of the needed customized staff development on teaching and learning in teacher education, particularly the content coverage of pedagogy (or teaching models), and the pedagogical coverage of pedagogy

Development of innovative audiobooks to optimize e-learning

E-learning requires innovative teaching materials to improve the quality of learning. But currently, e-learning cannot increase motivation and learning outcomes. Materials and media should adapt to the learning needs of e-learning. This study aimed to develop and test the effectiveness of innovative audiobooks for practical computers. The research method used is research and development. The stages of this model are analysis, design, development, implementation, and evaluation. Instruments used are interviews, observation, validation, questionnaires, and tests. Then, descriptive statistical analysis was used. The research subjects are lecturers and students. The number of respondents was as many as 115 people. The results of the analysis showed that the use of audiobooks could improve students' understanding and skills. Audiobook is an alternative e-learning media. Audiobooks have been designed in a flexible and user-friendly. Audiobooks are equipped with learning sounds and videos that users need. So that users can understand and practice it independently. Users can easily learn and operate it. Based on the evaluation results, it is known that the user has perceived usefulness and ease of use. Users feel satisfied and have a positive attitude. This attitude will foster interest in and actual use of audiobooks. Furthermore, innovative digital books can be developed for other subjects. Students can use flexible audiobooks be outonomous to improve their understanding and skills

Memperkasa pembangunan modal insan Malaysia di peringkat kanak-kanak: kajian kebolehlaksanaan dan kebolehintegrasian pendidikan STEM dalam kurikulum PERMATA Negara

Kajian ini adalah mengenai pendidikan STEM (Sains, Teknologi, Kejuruteraan, Matematik) untuk PERMATA Negara dan bertujuan menentukan kebolehlaksanaan pendidikan STEM kepada kanak-kanak 3-4 tahun di taska PERMATA dan kebolehintegrasian pendidikan STEM ke dalam Kurikulum PERMATA Negara. Selain itu, kajian ini juga menilai kesan pendidikan STEM terhadap kebolehan inkuiri, penerokaan, rekacipta, refleksi, minat, komunikasi, dan kerjasama dalam kalangan kanak-kanak yang terlibat. Sepuluh Modul STEM telah dibina dan ditentusahkan oleh pendidik PERMATA dan penyelidik pakar bidang STEM. Seramai 22 orang pendidik dan 160 orang kanak-kanak dari 19 buah Taska PERMATA terlibat sebagai responden. Dapatan kajian menunjukkan peningkatan yang signifikan (p<0.001) terhadap kebolehan inkuiri, penerokaan, rekacipta, reflleksi, minat, dan komunikasi serta semangat kerjasama kanak-kanak. Kesan latihan STEM kepada pendidik juga menunjukkan peningkatan yang sangat besar dan signifikan terhadap pengetahuan, pemahaman, kemahiran dan keyakinan diri pendidik melaksanakan STEM di taska. Dapatan-dapatan ini memberi implikasi positif terhadap pelaksanaan STEM di peringkat awal kanak-kanak. Bahagian Permata Jabatan Perdana Menteri dan agensi-agensi pelaksana perlu segera mengintegrasikan STEM ke dalam kurikulum PERMATA dan menyediakan latihan profesional STEM kepada pendidik-pendidik menerusi penubuhan Jawatankuasa Pelaksana , penggubalan dasar-dasar yang sesuai , dan penglibatan industri, swasta dan GLC

Conceptual approach to cooperative learning: its Effect on the Learning of Conceptual Approach among the Pre-service Biology Teachers

This study aims to establish the effectiveness of a Conceptual Approach in enhancing the learning of Conceptual Approach to cooperative learning among 27 4 th semester pre-service Biology teachers in science teacher education. Accordingly, the Conceptual Approach employed in this study entails the incorporation of its five essential elements, namely positive independence, individual accountability, group processing, social skills, and face-to-face interaction into the context of problem solving within a cooperative learning setting. The research design employed was that of a triangulation mixed-methods design which provides a fuller and deeper understanding of the phenomenon at hand. The quantitative method used was that of one-group pretest-posttest design whereby a pretest was administered before the intervention while the posttest was administered after the three-hour intervention. Meanwhile, the qualitative method involved the generation of lesson ideas incorporating the Conceptual Approach so as to illuminate what has been learnt by the pre-service Biology teachers. The findings indicate that the analysis of the pretest and posttest data using paired samples t-test yielded a t of-17.90 which was statistically significant (p < .001). The analysis of the qualitative data consisting of lesson ideas generated indicates that the pre-service Biology teachers had an adequate grasp in that they were able to incorporate, albeit at differing frequencies, the five essential elements of Conceptual Approach within the 5E Instructional Model. The results are discussed in terms of how the key findings relate to other studies and also in terms of the pedagogical approach germane for teacher education. Implications for future research are also delineated

Exploring ESL learners' reading test taking strategies

This study examined the test taking strategies of weak ESL students of an English language proficiency course. Test taking strategies are known as the methods that test takers use as an alternative aimed at attaining correct answers on a specified form of language assessment. The study adopted a qualitative study. The participants in this study were forty-four learners from the Bachelor of Arts Program. The learners were asked to think aloud while reading an assigned text to answer the questions. Four learners’ thinking aloud recordings were transcribed and analysed. Focus group interviews were carried out for triangulation purposes. Data collected were analysed manually. The ESL learners implemented many test taking strategies as they coped with the reading comprehension test. The findings of the study show how ESL students used cognitive, metacognitive, compensating, and social strategies. Participants expressed that understanding and reading the passage allowed them to draw conclusions better in answering the multiple choice questions. The findings revealed that they used a compensation strategy whereby they tried guessing the answers on a number of occasions. The findings of the study implicate teachers’ roles in L2 reading and also to guide the ESL learners in the process of answering reading passage and answer the comprehension questions

Equibrilliant Gameboard Assessment to Increase Students’ Conceptual on Chemical Equilibrium

Equibrilliant is a game-board assessment to improve students' conceptual understanding of Chemical equilibrium. This game-based learning teaching material aims to overcome pro-long misunderstandings by teacher's quick feedback and enhance students' motivation through the enjoyment of play-learning. This approach applies the formative assessment to replace conventional assessment which limits the evaluation of students’ progress, contributes to prolonged misconceptions, and creates a stressful situation and low motivation. Analysis of findings through pre-posttest reveals that Equibrilliant gameboard assessment has improved 50% of students’ conceptual achievement and provides high impact assessment with a high mean score of 4.64. Utilizing Equibrilliant is a better way of assessing students’ concepts to prepare matriculation graduates as knowledgeable, innovative, and competitive in the STEM field in the future

Teacher educators' vision of an 'ideal' teacher

There is no clear definition of what constitutes an ideal teacher educator, particularly from the perspective of Malaysian educators. Developing teacher educators’ vision of an ideal teacher ensures that teachers have high levels of professional, personal, and contextual dimensions in teaching practices, including competence in the practice of professional teaching, knowledge, and understanding. Therefore, the objective of this study was to find out the range of visions of what it is to be a good teacher educator in a Malaysian teacher education institution. Seventeen teacher educators from an established university in Malaysia participated in the study. A survey consisting of eight questions was used as the research instrument. The data obtained from the questionnaire were analysed by using descriptive and textual analysis techniques. The findings reveal certain criteria of an ideal teacher such as possessing sound subject matter knowledge, mastery of both generic and content-specific pedagogy, and hands-on teaching skills. The teacher educators shared that they have to adjust their goals to attain their vision, namely the need to adapt to the current policies, new ideas, and the ever-changing educational trends. The findings also show that an ideal teacher is the one who is responsible to nurture and bring about the best learning experience for students. This research has unfolded the teacher educators’ vision of the ideal teacher and pedagogical implications reflected in every facet of their educational practices.