TOJNED - Volume 8 - Issue 1 - January 2018
A QUALITATIVE CASE STUDY EXPLORING STUDENT COMFORT WITH AMBIGUITY IN PHYSICS, MATH, AND LITERATURE Bijaya ARYAL, Marcia D. NICHOLS, Aminul HUQ
Abstract:
In this case study, we examined students’ comfort with ambiguity using qualitative data analysis of interviews.
We interviewed four students who had just completed an undergraduate degree in the health sciences. Even
though students generally differentiated among their views about physics/math/literature, in some aspects we
noticed some commonalities of the approaches that students used across the disciplines. Data analysis revealed
that students’ epistemologies about disciplinary content and learning seem to influence their attitudes towards a
discipline. Likewise, the learning strategies and performance also depended on the level of epistemological
sophistication. Although students all claimed to prefer “real world” problems and context, we found that they
were uncomfortable with complex contexts and preferred to rely on authority. The similarities among student
epistemology and approaches toward very different disciplines warrants further study. We believe that such
interdisciplinary investigation of epistemology and ambiguity has pedagogical implications for improving
student learning strategies. We suggest the necessity of promoting learning environments that will nurture the
development of sophisticated epistemologies, which would enable students to navigate the ambiguous and
complex realities of our fields.
A STUDY OF CONFIRMATORY FACTOR ANALYSIS OF SUSTAINABLE LEADERSHIP FOR VOCATIONAL EDUCATION Khukrit SILALAIY, Thanin RATANAOLARN, Malai THAWISOOK
Abstract:
This study aims to test of the internal structure for a sustainable leadership and validate a measurement model of
sustainable leadership for Vocational Education in Thailand. Sample was 404 vocational college administrators
derived from multistage sampling method. The measurement model consists of the following: sustainable
leadership matters; sustainable leadership lasts; sustainable leadership spreads; justice in sustainable leadership
and doing no harm to others; the recognition and promotion of diversity; sustainable development; and
respecting, honoring and learning from the best experiences. The confirmatory factor analysis was employed as
an analytical technique for the proposed model. The results show that sustainable development indicator makes
the highest contribution to sustainable leadership, that vocational school administrators have to responsible for
resource management and conservation; they must establish and nurture a favorable environment within the
organization and encourage constant evolution through the development of the skills and abilities of the
members of the organization.
A STUDY ON IMPACT OF ORGANIZATIONAL CULTURE IN TEACHING FACULTIES IN ENGINEERING COLLEGES WITH REFERENCE TO CHENNAI R.Aishwarya, T.Suganthalakshmi
Abstract:
Organizational culture helps in understanding how employees feel about their work. Culture involves general
assumptions and appropriate goals for the organization as a whole and for departments within the organization, and
personal goals for employees. It makes the nature of the psychological contract of special importance in the pursuit
of organizational success. It is represented by formal goals, structures, policy and communication. This research
work tries to examine the influence of organizational culture in engineering colleges which has impact on work
behavior of teaching faculties. The Hofstedes cultural model is used for evaluating the impact of Organizational
culture. The study uses survey research method. The respondents were selected by using simple random sampling
techniques. The sample size 220 was selected from engineering colleges. Primary data were collected through
questionnaire. Data were presented and analyzed by means of simple percentage and our hypotheses were tested by
Correlation and T test. Recommendations were also made to the organizations that will find this study relevant to
their course to make their culture simple and easy to grasp and adhere to so that their employees can be free to put in
their best.
ASSESSMENT IN THE LMD SYSTEM FROM A PURELY STUDENTS’ PERSPECTIVE: GAINS, DRAWBACKS AND FUTURE PROSPECTS Aissa HANIFI
Abstract:
Although decision makers are still uncertain about the efficacy of the incorporation of the LMD system in the
different Algerian universities’ institutions, it should be admitted that the applicability of such a new system in
the university has become a current actual fact whether at the level of the training course syllabus or at the other
sphere of the other administrative acts and planning. In fact it is under this scope that the present paper shed
light on one important factor in the teaching –learning process which is evaluation and assessment in the LMD
system from a purely student‘s perspective. The aim was to depict the students’ views and attitudes towards the
whole process and criteria of evaluation being set and put for them under the new LMD system. It should be
known that students are assessed and given grades throughout the semester (ongoing assessment) and at the end
of each semester (final exam). The final grade is based on both grades using a weighting scale. A wide range of
assessments methods are used including examinations, quizzes, homework, oral presentations and essays. The
study was conducted with twenty Master students in Chlef University .The purpose of the study was to
investigate the students’ views and attitudes towards the current assessment methods applied in the LMD system.
The data collected through online questionnaires raised our attention to one serious matter which is that of the
fact that some students still ignore a lot on the scale and grid of evaluation of the current LMD system with
regard to the different modules’ set credits for instance. Besides, some students admitted that their keen interest
for grades worked negatively on developing their learning skills and knowledge development. However, the
students showed their praise and satisfaction for the new way of evaluating the examinee’s performance which is
based on the combination of the coursework assignments and sit-down exams.
ATOMIC NUCLEUS INTERACTIVE ELECTRONIC BOOK TO DEVELOP SELF-CONFIDENCE AND CRITICAL THINKING SKILLS Luthfia Puspa PRADINA, Agus SUYATNA
Abstract:
The study aims to develop the interactive electronic school book (IESB) about the atomic nucleus for grade 12 of
the last semester that can be used to develop self-confidence and critical thinking skills. The method used in this
research was the ADDIE development procedure which is limited to the test phase of product design expert.
Analysis data needs were taken from high school students and teachers using questionnaires. Expert tests were
carried out by experts in the field of physics education. Data were analyzed quantitatively and descriptively.
Based on the results of the questionnaire 65,2% of the students said that they wanted the IESB which contains an
interactive question exercise with feedback for exam exercises and preparing for admission to university. The
current book has not given self-confidence to 83,9% of students. Expertial test results show that the atom core
electronic book that will be able to cultivate self-confidence and critical thinking skills is an interactive digital
format with experimental simulation, interactive question on HOTS level with feed back, and hyperlink to other
learning resources.
CHARACTERISTICS OF STUDENTS' CRITICAL THINKING IN SOLVING MATHEMATICS PROBLEM Anton Prayitno
Abstract:
The purpose of this study was to describe critical thinking process of students in solving mathematical problems
based on the framework of Polya. Therefore, this study classified as a descriptive qualitative research. These
research subjects were 32 junior high school students of grade 7. The data collection begins with students
solving mathematical problems about geometry (trapezoid). If in the process of completion, students
experiencing the critical thinking they would be selected as the subject of study and further their thinking
process explored. The occurrence of critical thinking in students characterized by the student's behavior that
constructs and evaluate the strategies used to solve the problem. The results showed that the students' critical
thinking process in solving mathematical problems with the framework of Polya include low critical thinking,
medium critical thinking, and strong critical thinking.
IS A COMMON PERSPECTIVE OF LANGUAGE AS HUMAN INNATE NATURE WORKABLE IN EDUCATION? UG PERSPECTIVES AND ROLE OF INSTRUCTION IN SLA Noboru SAKAI
Abstract:
In SL/FL education, Universal grammar (UG) and the critical period hypotheses have some recognition as a part
of common sense. This paper, therefore, reviews the concept of UG and surrounding research history and debate,
including a position of the language myth, briefly, and considers how this concept is applied for more effective
learning. This paper shows discussions on a possibility of UG existence, UG Accessibility Hypothesis, and its
application in SLA instruction.
TEACHERS’ AND PRACTITIONERS’ ASSESSMENT ON THE LEARNING SET OF CHARACTER-CONTAINING STORYTELLING MODEL USING STIMULUS RESPONSE-BASED COOPERATIVE METHOD Atikah Anindyarini, Fathur Rokhman, Mimi Mulyani, Andayani
Abstract:
The objective of research was to find out the teachers and practitioners’ assessment on learning implementation
plan (RPP) of Character-Containing Storytelling Learning Model using Stimulus-Response Cooperative Method
developed by author. This research is a part of dissertation entitled “The development of Character-Containing
Storytelling Learning Prototype Model in Junior High School using Stimulus-Response-Based Cooperative
Method”. After preliminary study was conducted to find out the map of teachers’ and students’ needs in
storytelling learning, the learning set to be used (RPP) was tested theoretically and empirically by teachers and
teachers and practitioners of Indonesian language and letters learning practitioners conducted through
theoretically construct and validated by teachers and practitioners in the form of Focus Group Discussion (FGD).
Techniques of collecting data used were interview and FGD. The data collected was analyzed descriptively
qualitatively and argumentatively. From the data of teacher’s and practitioner’s assessment, it could be
concluded that RPP score had belonged to a very good category, as all scores have been more than 80. The mean
score of RPP was 86.47. The conclusion was that RPP had been feasible and adequate to be used in storytelling
learning with Stimulus Response-Based Cooperative Method.
THE DEVELOPMENT OF THE CONCEPTUAL LEARNING DESIGN MODEL BASED ON GENERIC SKILLS Haryanto, Rayandra ASYHAR, Asrial, Harizon
Abstract:
This study as part of larger study aimed to specify a product development model of problem-based learning design
to improve generic skills of learners. Specifically, this study aimed to identify how to construct the components of
the problem-based learning design model to improve generic skills as conceptual models, and how to represent
components in the form of problem-based learning design models to improve generic skills as conceptual models.
THE EFFECTIVENESS OF INTEGRATED AND SELF DIRECTED LEARNING SOFTWARE ON STUDENTS’ MOTIVATION Abdul Razaq AHMAD, Mohd Mahzan AWANG
Abstract:
This study aims to identify the effectiveness of integrated and self-directed learning on students' motivation. The
content of the software used in this study involves the usage of interactive learning and self related aspects of
problem solving, information processing and cooperation. Motivation in this study refers to the intrinsic and extrinsic
motivation for learning English. This research is a quasi experiment involving 120 samples which 60 were
experimental group and another 60 were control group, comprised from four secondary schools in Indonesia. Data
was collected through questionnaires distributed and the results of MANOVA tests conducted found that there were
or are significant differences in terms of intrinsic motivation and extrinsic motivation among students who were
exposed to integrated and self-directed leaning. Hence, this implies that the integrated learning and self-directed
learning is suitable to be applied by teachers in the pursue to improve students' motivation in learning to read English
sentences in line with the 21st century learning.
THE HORIZON OF CONNECTIONS BETWEEN MATHEMATICS AND ART: OBSERVATIONS FROM A TEACHER EDUCATION COURSE Özlem Çeziktürk
Abstract:
Since the 2004 spring, mathematics and art course has been formed for pre service math and science teachers of
primary and secondary level. This paper includes a summary of the feedback from the implementation of this
course and of what we have learned from connections and their effects on mathematics learning. Students
showed increased appreciation for mathematical art and increased mathematical thinking skills. Every student
left the course with a portfolio. They could interrogate their artefacts with their classmates. They built and saw
3D models of platonic solids via modular origami. Their thinking and reasoning with abstract mathematics
extended beyond what can be seen as in 4D. They reasoned about geometrical relationships as an expert
mathematician. Patterns flourished as when they were least expecting. Seeing became multi-dimensional.
Connections led to some emerging themes from the course gains as imagery, visualization, representations,
cognition and connectionist models, patterns, mathematical thinking.
THE ROLE OF THE "KNOWLEDGE SKETCH STRATEGY" TOWARDS THE UNDERSTANDING OF METACOGNITIVE KNOWLEDGE Helmi Abdullah
Abstract:
This study aims to apply "Knowledge Sketch Strategy (KSS)" in the teaching of physics in physics master
program graduate student of Makassar State University. The expected result is through the implementation of
teaching strategies that the students have the ability to understand metacognitive knowledge. The research design
was "post-test only control group design". For this purpose, there are two research groups, ie the experimental
group that is given knowledge sketch strategy teaching, and the control group that is given teaching strategy in
the form of "Known-Asked Strategy (KAS)". The data analisys shows that the experimental group has the
average score of 8.41 and the control group is 4.33. This result indicates that the KSS is better used as the
physics teaching strategy than KAS to understanding of metacognitive knowledge in learning physics.
UNDERSTANDING ACADEMIC UNDERACHIEVEMENT OF THE MINORITY ETHNIC GROUPS IN NEW ZEALAND: THE ISSUES OF CLASS AND CULTURE IN EDUCATION Doreen CHANDRA, Dana KAREM
Abstract:
The academic success of the minority ethnic groups in New Zealand who have been historically disadvantaged
by the schooling system is a major education initiative of the New Zealand government. These underachieving
groups of learners are currently referred to as ‘priority learners’ in New Zealand. This paper portrays the
prominent debate on academic underachievement of minority students in education. The issues of class and
culture are discussed in depth through the theoretical lenses of Marx, Bourdieu and Gramsci with reference to
Maori and Pasifika students. We support the view that inequality in education is caused by class locations not
cultural identifications. The academic success of these students is dependent upon educators’ need to challenge
their own deficit thinking on minority students’ underachievement.
WORKING ENVIRONMENT, JOB CHARACTERISTICS, AND JOB MOTIVATION ON LECTURERS’ JOB SATISFACTION: A CASE STUDY AT ONE PUBLIC UNIVERSITY Rosmiati, Ekawarna, Eddy HARYANTO
Abstract:
This study generally aimed to find out the effect of working environment, job characteristics, and working
motivation on lecturers’ job satisfaction in Jambi University. Survey research method was used to investigate the
relationship between variables and to test the hypothesis. Therefore, path analysis model was used to analyze the
pattern of relationship between variables with the aim to determine the direct and indirect effect of a set of
independent variables (exogenous) to the dependent variable (endogenous). A total of 857 lecturers of different
faculties were getting involved as the population in this study, and in short as 273 lecturers were chosen as the
samples by using proportionate stratified random sampling. The findings revealed that; there was a positive direct
effect of working environment on job motivation, working environment on job satisfaction, job characteristics on
job motivation, working environment on job satisfaction, and job motivation on job satisfaction. Limitations of the
study, both theoretical and practical implications, and suggestion for further research were also conveyed in this
study.
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