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... the study would take place over a long period of time (approximately 4 weeks for each teacher) and the data collection would include both lesson observations and interviews, the teachers working in schools with easy transportation options and who were observed to be able to express themselves comfortably were preferred. Table 1 presents the information about the participants of the study (Nihal, Özlem, Ayla, Serkan, Hale and Ender). As can be seen in Table 1, Nihal had the least teaching experience whereas Serkan and Ender were the most experienced teachers in the group. ...Context 2
... 1 presents the information about the participants of the study (Nihal, Özlem, Ayla, Serkan, Hale and Ender). As can be seen in Table 1, Nihal had the least teaching experience whereas Serkan and Ender were the most experienced teachers in the group. They were all graduates of mathematics teacher training programs at public universities. ...Similar publications
Citations
... Gaya belajar merupakan salah satu aspek yang wajib diperhatikan dalam proses pembelajaran. Gaya belajar adalah perileaku kognitif, afektif dan psikologis yang menunjukkan bagaimana individu berinteraksi dengan lingkungan belajar (Yildiz, P., Gürel, R., Bozkurt, E., dan Özdemir, 2022). Dalam mengikuti proses pembelajaran, setiap mahasiswa memiliki gaya belajar yang berbeda antara mahasiswa yang satu dengan mahasiswa yang lain dalam menerima, menyerap, dan memahami suatu informasi yang disampaikan. ...
Penelitian ini bertujuan untuk menganalisis hasil belajar mahasiswa berdasarkan gaya belajar pada mata kuliah teori bilangan. Sampel penelitian adalah mahasiswa mahasiswa program studi pendidikan matematika, FKIP, Universitas Nias semester II tahun akademik 2022/2023. Jenis teknik analisis data menggunakan analisis data kuantitatif. Data penelitian diperoleh dari pemberian tes hasil belajar mahasiswa berbentuk pertanyaan multiple choice berjumlah 20 pertanyaan. Anget yang dipakai adalah angket tertutup yang disusun berdasarkan O’Brien. Penelitian ini merupakan penelitian deskriptif kuantitatif. Hasil penelitian menunjukkan nilai mahasiswa dipengaruhi oleh gaya belajar dengan hasil analisis regresi diperoleh sebesar 46,1%. Sedangkan berdasarkan analisis korelasinya maka diperoleh bahwa hubungan antara hasil belajar dengan gaya belajar sangat kuat. Sehingga dapat disimpulkan bahwa gaya belajar mempengaruhi hasil belajar mahasiswa pada mata kuliah teori bilangan.
... Critical pedagogy can be reflected in the situation when the learners become social transformers of their community and world, and when they critically construct knowledge. It constructs tolerance towards different cultural views, helps to construct social and political awareness, and inserts moral customs that can reflect social and political honesty (Forcelini, 2016;Yıldız et al., 2022). It is a student-oriented approach as the primary focus is on the students and their interaction with the world around them. ...
Due to the unprecedented spread of online education in higher education institutions due to the COVID-19 pandemic, the present study discloses the intentional implementation or unintentional presence of critical pedagogy aspects in the online English language teaching environment. It also aims to show if there is an age or gender difference regarding the use of critical pedagogy in online language teaching. The main instrument of the study was an online questionnaire designed based on Brown's theory of critical pedagogy (2001). A sample that consisted of EFL college teachers from two educational institutions in Iraq and the Czech Republic was used. The sample consists of 57 female and 47 male participants. The data collected were analyzed using the SPSS technique. Findings showed a notable presence of critical pedagogy aspects in online English language teaching. In addition, the result revealed a prominent role for the female teachers over male teachers for using various aspects of critical pedagogy, and the age group between 3140 is the most effective age for teachers in applying the aspects of critical pedagogy. The study further generated some practical implications that may help teach English online.
Sejak Indonesia dilanda Covid-19, terjadi banyak pergeseran kebiasaan yang juga melanda dunia pendidikan. Salah satunya adalah siswa yang terbiasa menggenggam smartphone dalam proses belajar. Kecanggihan teknologi saat ini membuat siswa lebih tertarik belajar dengan smartphone dibanding tanpa smartphone.
Sebagai guru modern yang senantiasa mengikuti alur perkembangan zaman, berbagai cara dilakukan guru untuk membawa teknologi ke dalam pembelajaran. Flipbook merupakan contoh penerapan teknologi dalam dunia pendidikan. Guru bisa mendesain seolah-olah buku yang biasanya dalam bentuk cetak, kini halamannya dapat dibolak-balik hanya dengan sentuhan dari layar smartphone. Bagaimana mendesain flipbook untuk membantu pemecahan masalah dan membuat siswa mandiri dalam belajar? Temukan jawabannya pada buku ini.
Kemandirian belajar mahasiswa menjadi salah satu sikap afektif utama untuk meningkatkan kemampuan mathematical problem posing dan berpikir kreatif matematis. Peningkatan tersebut dapat dilakukan melalui pembelajaran dengan model Project-Activity-Cooperative Learning-Exercise (PACE), sehingga mahasiswa mampu memecahkan masalah matematik dengan baik. Penelitian ini bertujuan untuk memperoleh gambaran tentang peningkatan kemampuan mathematical problem posing dan berpikir kreatif matematis mahasiswa yang memperoleh pembelajaran model PACE dan pembelajaran langsung (PL) yang ditinjau dari tingkat kemandirian belajar. Metode penelitian ini berjenis kuantitatif dengan desain faktorial 3 x 3. Populasinya seluruh mahasiswa peserta mata kuliah persamaan diferensial Program Studi S-1 Pendidikan Matematika IKIP Siliwangi, sedangkan sampelnya sejumlah 123 mahasiswa dengan kelas eksperimen memperoleh pembelajaran model PACE dan PACE dengan Geogebra (PACE-G), serta kelas kontrol memperoleh pembelajaran langsung (PL). Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan peningkatan kemampuan mathematical problem posing mahasiswa yang memperoleh pembelajaran model PACE, PACE-G, dan PL; (2) Terdapat efek interaksi faktor model pembelajaran dan tingkat kemandirian belajar terhadap peningkatan kemampuan mathematical problem posing mahasiswa; (3) Terdapat perbedaan peningkatan kemampuan berpikir kreatif mahasiswa yang memperoleh pembelajaran model PACE, PACE-G, dan PL; dan (4) Terdapat efek interaksi faktor model pembelajaran dan tingkat kemandirian belajar terhadap peningkatan kemampuan berpikir kreatif matematis.
This study employed a qualitative research design to describe and analyze self-regulation processes (monitoring and control) of the novice middle school mathematics teachers in terms of teaching activities. The participants consisted of six mathematics teachers with five or less years of teaching experience. The data of the study were mainly collected through the observations of the lessons taught by the teachers and semi-structured interviews conducted with the teachers. The results revealed that the teachers' monitoring and control behaviors were affected by the goals they set. With regard to student-oriented monitoring, they generally focused on the cognitive development of the students. Compared to student-oriented monitoring, teaching-oriented monitoring was rarely observed. The most obvious control behaviors of the teachers were emphasizing the rules and algorithms, and taking responsibility for completing the task in challenging situations. It was also revealed that the teachers did not monitor carefully and systematically, and as a result, the mistakes they made during the teaching process were not noticed. These results highlight the need for pre- and in-service training programs that will aid in the development of monitoring and control skills in novice middle school mathematics teachers.
A community of practice can be formed to adopt professional development programs for teachers, according to the researcher’s experience in Saudi Arabia. A community of practice is a group of people who share common interests, values, and goals. Thus, the absence of research encouraged this study. It is an investigation of how the theory of online CoP mediates between teachers with common interests and specialists. Teachers class teaches the value of realistic practice and real-life examples. Like other professional development programs such as workshops or training, we observe how this can help employees establish their own identity. This article highlights the value of establishing a community of practice among teachers or others with similar interests. This method increases teacher enthusiasm, creativity, and idea exchange by broadening professional dialogue.
This study aims to (1) describe the position of Islamic Religious Education in the Indonesian National Education System, (2) reveal the condition of Islamic Religious Education (IRE) in North Minahasa, and (3) analyze the accessibility of IRE for Islamic students in non-Muslim elementary schools. A qualitative-descriptive method was used for this analysis, with primary data being obtained and identified through informants. Meanwhile, books, scientific journals, and other pieces of relevant literature were used as secondary data and analyzed inductively. The results showed that elementary schools did not pragmatically have Islamic Religious Education services although the rights of the Muslim students in obtaining them had been guaranteed by the Indonesian Government through the National Education System (NES) Law Number 20 of 2003. This led to the inaccessibility of the educational services, with the main factor being the insufficient number of Islamic students, as required by the NES. Despite the unfulfilled quota to obtain these services, government control as policymakers was still needed. This indicated that the ministry and the education office at the central and regional levels should have alternative solutions, respectively, without being negligent in resolving the problematic condition. Based on these results, the patterns by which the state failed in the equal availability and accessibility of religious education to Indonesian students were observed at all levels of state elementary schools under its regulation. These subsequently strengthened inequalities in this educational field while practicing religious discrimination based on accessibility. Additionally, the results suggest that the central and regional Indonesian governments, as well as other related agencies, need to be more proactive in providing religious education services to all institutional students. This leads to the availability of equality in obtaining education for all citizens, as mandated by law.
