TOJNED - Volume 7 - Issue 4 - October 2017
ANALYSIS AND DISCOVERY MODEL FOR LEARNING YELLOW BOOK IN PESANTREN Apdoludin, Mujiyono WIRYOTINOYO. Hadiyanto
Abstract:
This study aimed to determine the effect of the Analysis and Discovery (AD) model in learning Yellow Book in
pesantren (Islamic Boarding School) to improve students' critical thinking skills in order to find new knowledge.
This was a research development or Research and Development (R & D) and continued with experiment. It was
conducted in class XI of Pesantren Al-Hidayah Jambi, Saadatuddaren Tahtul Yaman Jambi and Nurul Iman
Jambi. This study used two parallel classes, one class as a control group and one class as an experimental group.
In this case, the classroom control applied conventional learning model and experimental class applied analysis
and discovery model. As the result, analysis and discovery model can further improve students’' critical thinking
ability than conventional learning model which meant that analysis and discovery model in studying Yellow
Book can improve critical thinking skills effectively in order to find new knowledge for each study. Through the
assisted teacher of analysis and discovery model in the classroom, learning takes place more systematically
implemented and significant in improving students' understanding and critical thinking skills.
COLLEGE STUDENT SUCCESS: CONQUERING STEREOTYPED EXPECTATIONS WITH PERCEIVED SOCIAL SUPPORT Taylor Smith, Adena Young-Jones, Jacqueline Byrket, Becky Otwell, Shannon Hayden, Kimberly Koch
Abstract:
The present study explores the relationship of academic success with basic psychological needs (i.e., autonomy,
competence, and relatedness) and perceived social support of friends, family, and instructors. These components
are examined in the context of historically underrepresented (i.e., generational status, ethnicity, and gender)
college students versus those in traditional majority groups. This assessment of perceived social support is
essential to creating beneficial and supportive environments for all students. Results indicate a relation between
motivation and group identities; concurrently, instructor support has the greatest impact on academic success.
Institutions often neglect to emphasize the importance of connections among students and faculty. Our research
suggests that significant focus should be placed on increasing promotion of instructor support and resources.
EFFECTIVENESS OF DIRECT INSTRUCTION LEARNING STRATEGY ASSISTED BY MOBILE AUGMENTED REALITY AND ACHIEVEMENT MOTIVATION ON STUDENTS COGNITIVE LEARNING GEOMETRY RESULTS Achmad Buchori, Punaji Setyosari, I Wayan Dasna, Saida Ulfa , I Nyoman Sudana Degeng, Cholis Sa’dijah
Abstract:
The study aims are to determine whether there is a difference in the average learning outcomes between students
who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model
supported by non mobile augmented reality. The presence or absence of significant differences in cognitive
learning outcomes between groups of students with high achievement motivation, moderate achievement
motivation, and low achievement motivation group. There is no interaction between learning strategies and
achievement motivation toward cognitive learning outcomes.
Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using
sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang.
Methods of data collection in this study are obtained by using interview methods, test methods, and method
documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes
between groups of students treated with direct instructional strategies with MAR and group of students who were
treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of
cognitive learning outcomes between groups of students with high achievement motivation, moderate
achievement motivation and low achievement motivation group. (C) There is an interaction between learning
strategies and achievement motivation toward cognitive learning outcomes.
EXPLORING THE POTENTIAL OF DIFFERENT TEACHING AIDS IN THE CONCEPTUAL DEVELOPMENT OF STUDENTS IN THE CHEMISTRY SUBJECT IN SECONDARY SCHOOLS: USING DIDACTIC POSTERS AND LOCALLY AVAILABLE MATERIALS Amália Uamusse
Abstract:
One major problem in the teaching and learning process of Chemistry in Mozambique in Mozambique is the
inadequate provision of teaching aids and laboratory resources. This study is based on a constructivist approach
and describes the results of a teaching strategy that uses locally available materials to stimulate students’
conceptual understanding and learning process. In this work there was used a mixed methodology research
approach based on qualitative and quantitative methods. Two groups of students were taught, the experimental
group with the new teaching resources and the control group with the conventional methods. Overall the results
show a successful implementation of the teaching strategy that can be used to motivate school teachers to
explore their environment and search for everyday materials and objects that can be used for teaching chemistry.
IDENTIFYING THE PROFESSIONAL KNOWLEDGE BASE FOR MULTI-GRADE TEACHING M. J. Taole, Linley Cornish
Abstract:
Most countries have made significant progress towards achieving the Millennium Development Goal of
Universal Primary Education by setting up multi-grade schools in rural and remote areas. The new Sustainable
Development Goal for education specifies Quality Education. This paper reports a small-scale qualitative study
of teachers and teaching principals in multi-grade rural schools in Australia, focusing on identifying the
professional knowledge base required for teachers in such contexts. Such a knowledge base is essential for
improving the quality of multi-grade teaching. Interviews and observations revealed that multi-grade teachers
need to develop the skills of learner grouping, organisation and routines, curriculum mapping, differentiating the
curriculum, multi-level assessment, planning, and time management. Professional learning for multi-grade
teachers will help them to implement increasingly effective methods for providing a quality education for the
diverse range of learners in their classrooms.
SCHOOL PRINCIPALS AND THE DILEMMA OF TEACHER ECONOMIC INCENTIVES: EVIDENCE FROM CHILE Felipe ARAVENA, Gene HALL, Marta QUIROGA
Abstract:
A considerable amount of national and international evidence indicates that leadership and management teams,
and especially school principals, can generate better teaching conditions. Thus, administrators have created
economic incentive policies to improve, stimulate, and motivate teaching staff. Hence, the purpose of this study
is to analyze three economic incentive policies designed by school leadership and management teams within
three private- subsidized schools in Chile. The study implemented a qualitative methodology of case studies
compared through the analysis of 6 in-depth interviews. The results show that management teams do not design
plans but rather economic incentive policies in a collaborative way dependent on organizational goals and
deficiencies. This study contributes to the understanding of economic incentives from the perspective of those
who design and make decisions. This issue has not been addressed enough in the national and international
literature.
TEACHER MENTAL HEALTH PROMOTION IN CREATING QUALITY TEACHING ENVIRONMENTS IN DYSFUNCTIONAL SECONDARY SCHOOLS V.M. Mbulaheni, A.P. Kutame, M Mpofu, Visi Muriel Mbulaheni
Abstract:
The aim of this study was to find out challenges in the promotion of the teachers’ mental health for them to
create an environment that promotes quality teaching and learning in dysfunctional secondary schools in Mutale
area in the Vhembe District of Limpopo Province. Quantitative research design was used, collecting data
through questionnaires. Purposive sampling procedure was used to select 160 teachers from rural dysfunctional
schools. Data were analysed using International Business Machines Corporation Statistical package for Social
Sciences (IBM SPSS statistics). Results showed that conditions in the schools were not conducive to promotion
of teachers’ mental health. Teachers were demotivated resulting in poor performance in school activities
including teaching in class. Some teachers even left the profession. Poor performance of teachers rendered the
schools dysfunctional. A model was developed in order to enhance the quality of teaching and learning in
dysfunctional secondary schools in the Mutale area through promotion of teachers’ mental health.
THE ROLE OF TEACHER UNIONS IN EDUCATION WITH SPECIFIC REFERENCE TO SOUTH AFRICA Lekhotla James Mafisa
Abstract:
The role of teacher unions in education is of utmost significance. The state alone cannot achieve everything in
the field of education in a country. The support of interested stakeholders in education, such as teachers is
therefore desirable.
Teacher unions as organised labour or pressure groups in education are legally constituted to play meaningful
roles in education, especially with regard to bargaining for teachers and ensuring quality of education by means
of engaging teachers in improving teaching approaches and maintaining a high standard.
This paper is therefore focused on the extent to which teacher unions improve the quality of education or not.
This paper makes use of mixed research method. Structured questionnaires and focused interviews will be
employed in the investigation of this topic. Conclusions include inter alia, that teacher unions and the
Department of Basic Education must strive to have a working relationship at all times in terms of curricula
teacher development and policy matters in South Africa.
THE WORK-LIFE BALANCE OF ACADEMICS M.Akif HELVACI, Orkide BAKALIM, Viyan CAN, Ãœmit AKKOYUN
Abstract:
Work-life balance is individual’s achievement of harmonization and balance among working and non-working
times. In particular, the work-life balance of academics has become a matter of curiosity over time. The aim of
this research is to examine the work-life balance of academicians working at the UÅŸak University according to
some variables. The study group of the study consists of 195 academicians (78 female, 117 male) working at the
UÅŸak University. The analyses show that there is a significant difference between female academicians and male
academicians regarding the work-life balance. On the other hand, it is found that the work-life balance of
academicians did not differ in accordance with the academic position, field and tenure variables.
