Pub Date : 2024-05-10DOI: 10.32996/jlds.2024.4.2.1
Andi Asrifan, Herlina, Assidiq Darwis
This research examines how storytelling might be used to teach STEM to Indonesian youth. After reviewing several research publications, the study concludes that narrative can improve student engagement, motivation, and STEM comprehension. The research uses qualitative methods such as case studies, observations, interviews, and focus group discussions to understand STEM education storytelling learning outcomes. The study found that narrative makes STEM subjects more engaging and increases students' STEM knowledge and skills. Despite promising results, the study admits limitations like the short intervention length and small sample size, suggesting that more research is needed to grasp storytelling's potential in STEM teaching properly. The paper finds that hands-on exercises and play with narrative can help young learners develop a more profound interest and knowledge of STEM subjects, providing significant insights for educators and parents.
{"title":"The Role of Storytelling in Teaching STEM to Young Learners: A Case Study in Indonesia","authors":"Andi Asrifan, Herlina, Assidiq Darwis","doi":"10.32996/jlds.2024.4.2.1","DOIUrl":"https://doi.org/10.32996/jlds.2024.4.2.1","url":null,"abstract":"This research examines how storytelling might be used to teach STEM to Indonesian youth. After reviewing several research publications, the study concludes that narrative can improve student engagement, motivation, and STEM comprehension. The research uses qualitative methods such as case studies, observations, interviews, and focus group discussions to understand STEM education storytelling learning outcomes. The study found that narrative makes STEM subjects more engaging and increases students' STEM knowledge and skills. Despite promising results, the study admits limitations like the short intervention length and small sample size, suggesting that more research is needed to grasp storytelling's potential in STEM teaching properly. The paper finds that hands-on exercises and play with narrative can help young learners develop a more profound interest and knowledge of STEM subjects, providing significant insights for educators and parents.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":" 58","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140991214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-23DOI: 10.32996/jlds.2024.4.1.6
W. Kunusa, Masrid Pikoli, Ishak Isa, Masra Latjompoh, F. M. Yusuf
Higher-order thinking skills in chemistry learning encompass a set of skills known as science generic skills. These skills are fundamental competencies that can be applied across various scientific disciplines and contribute to the success of scientists and science practitioners. The objective of this research is to develop a Problem-Based Learning-based VC-MER learning strategy that enhances students' science generic skills. The research aims to test the practicality of the VC-MER learning strategy, based on Problem-Based Learning, in improving students' science generic skills. The results indicate that the VC-MER learning strategy is feasible for use in the learning process and can be categorized as a practical learning strategy for implementing all stages of the VC-MER learning strategy.
{"title":"Practicality Test of Learning Strategy on Chemistry Instrument Analysis to Improve Scientific Generic Thinking Skills","authors":"W. Kunusa, Masrid Pikoli, Ishak Isa, Masra Latjompoh, F. M. Yusuf","doi":"10.32996/jlds.2024.4.1.6","DOIUrl":"https://doi.org/10.32996/jlds.2024.4.1.6","url":null,"abstract":"Higher-order thinking skills in chemistry learning encompass a set of skills known as science generic skills. These skills are fundamental competencies that can be applied across various scientific disciplines and contribute to the success of scientists and science practitioners. The objective of this research is to develop a Problem-Based Learning-based VC-MER learning strategy that enhances students' science generic skills. The research aims to test the practicality of the VC-MER learning strategy, based on Problem-Based Learning, in improving students' science generic skills. The results indicate that the VC-MER learning strategy is feasible for use in the learning process and can be categorized as a practical learning strategy for implementing all stages of the VC-MER learning strategy.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"107 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140669941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.32996/jlds.2024.4.1.5
M. A. Tamimi, Ehsan Elahi, Jehad A. Ramadan
This study looked at how Digital Story-telling (DST) affected high school students studying English as a second language in terms of their learning motivationm, critical thinking, and academic achievement. This year-long study included 48 10th-grade students from two English courses using a quasi-experimental design with pretest and posttest assessments. Information technology-integrated instruction at two levels—lecture-style (for the comparison group) and DST (for the experimental group)—was the independent variable. In order to assess how well DST improves learning outcomes, both quantitative and qualitative data were gathered. This included critical thinking and English language competence tests as well as questionnaire answers about learning motivation. The collected data underwent examination through descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis. Our findings show that participants in the DST group surpassed those in the lecture-style ITII group concerning critical thinking, learning motivation, and English proficiency. Insights gathered from interviews underscore the noteworthy educational impact of DST. Both the teacher and students expressed that DST elevated their understanding of course content, heightened their curiosity, and enhanced their critical thinking abilities—essential skills for equipping students for the dynamic challenges of the 21st century. Incorporating stories from Palestinian culture, rooted in the real-life experiences of students, has been successfully undertaken to enhance the cultural relevance of DST. This addition brings a valuable dimension to the research, providing a more comprehensive understanding of how DST impacts students' learning experiences. By integrating these authentic narratives, the study successfully captures the cultural richness and diversity inherent in the students' backgrounds, thereby enriching the overall research findings.
{"title":"Digital Narratives for Academic Success: Enhancing Student Achievement through Storytelling","authors":"M. A. Tamimi, Ehsan Elahi, Jehad A. Ramadan","doi":"10.32996/jlds.2024.4.1.5","DOIUrl":"https://doi.org/10.32996/jlds.2024.4.1.5","url":null,"abstract":"This study looked at how Digital Story-telling (DST) affected high school students studying English as a second language in terms of their learning motivationm, critical thinking, and academic achievement. This year-long study included 48 10th-grade students from two English courses using a quasi-experimental design with pretest and posttest assessments. Information technology-integrated instruction at two levels—lecture-style (for the comparison group) and DST (for the experimental group)—was the independent variable. In order to assess how well DST improves learning outcomes, both quantitative and qualitative data were gathered. This included critical thinking and English language competence tests as well as questionnaire answers about learning motivation. The collected data underwent examination through descriptive analysis, analysis of covariance (ANCOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis. Our findings show that participants in the DST group surpassed those in the lecture-style ITII group concerning critical thinking, learning motivation, and English proficiency. Insights gathered from interviews underscore the noteworthy educational impact of DST. Both the teacher and students expressed that DST elevated their understanding of course content, heightened their curiosity, and enhanced their critical thinking abilities—essential skills for equipping students for the dynamic challenges of the 21st century. Incorporating stories from Palestinian culture, rooted in the real-life experiences of students, has been successfully undertaken to enhance the cultural relevance of DST. This addition brings a valuable dimension to the research, providing a more comprehensive understanding of how DST impacts students' learning experiences. By integrating these authentic narratives, the study successfully captures the cultural richness and diversity inherent in the students' backgrounds, thereby enriching the overall research findings.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.32996/jlds.2024.4.1.3
Aishah Aljuwaisri
This study investigates the implementation of Translanguaging approaches in English language teaching at Kuwaiti universities to empower multilingual learners. Through qualitative research methods, including interviews and focus group discussions, the experiences, perceptions, and practices of English language educators regarding Translanguaging are explored. The findings reveal varying degrees of experience with Translanguaging practices among educators, with some utilizing Translanguaging regularly in their classrooms while others are less familiar with the concept. Educators express diverse perceptions of Translanguaging, with some viewing it as a valuable pedagogical approach for promoting linguistic diversity and inclusivity, while others express concerns about its potential impact on English language proficiency and standardization. The study highlights the need for targeted professional development initiatives to support educators in enhancing their understanding and implementation of Translanguaging practices. Furthermore, recommendations are provided for curriculum design, instructional strategies, and institutional support to integrate Translanguaging approaches into English language teaching at Kuwaiti universities effectively. By embracing Translanguaging as a pedagogical approach, educators can create inclusive learning environments that value students' linguistic diversity and empower multilingual learners to succeed in their English language learning journey.
{"title":"Empowering Multilingual Learners: A Translanguaging Approach to English Language Teaching at Kuwaiti Universities","authors":"Aishah Aljuwaisri","doi":"10.32996/jlds.2024.4.1.3","DOIUrl":"https://doi.org/10.32996/jlds.2024.4.1.3","url":null,"abstract":"This study investigates the implementation of Translanguaging approaches in English language teaching at Kuwaiti universities to empower multilingual learners. Through qualitative research methods, including interviews and focus group discussions, the experiences, perceptions, and practices of English language educators regarding Translanguaging are explored. The findings reveal varying degrees of experience with Translanguaging practices among educators, with some utilizing Translanguaging regularly in their classrooms while others are less familiar with the concept. Educators express diverse perceptions of Translanguaging, with some viewing it as a valuable pedagogical approach for promoting linguistic diversity and inclusivity, while others express concerns about its potential impact on English language proficiency and standardization. The study highlights the need for targeted professional development initiatives to support educators in enhancing their understanding and implementation of Translanguaging practices. Furthermore, recommendations are provided for curriculum design, instructional strategies, and institutional support to integrate Translanguaging approaches into English language teaching at Kuwaiti universities effectively. By embracing Translanguaging as a pedagogical approach, educators can create inclusive learning environments that value students' linguistic diversity and empower multilingual learners to succeed in their English language learning journey.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140266753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-19DOI: 10.32996/jlds.2024.4.1.1
Abd-Al-Hameed Mustafa Mahmoud Jabsheh
The aim of this exploratory review was to investigate the applicability of PICRAT, SAMR, and TPACK models to the teaching and learning of English in a foreign setting; PICRAT, SAMR, and TPACK models have been viewed, in reference to some of the available literature, as protocols that should be activated in parallel with the process of integrating technology in the design of the teaching and learning practices that compatible with education in this digital age; these three models, as concluded by the available related literature, have gained importance in the field of (TEFL) as technology enhancement seems to be inevitable and irreplaceable because technological solutions can provide authentic native contexts that , otherwise, could not be available, by traditional physical realities, to teachers and learners of English in foreign settings ; learners of English as a foreign language, as concluded by the related literature , do not normally use English outside classroom setting, which may violate the communicative aspect of English as a lingua franca in many countries of the world; to gain deeper insights , three related studies were critically reviewed and summarized , by the researcher, to epitomize the validity of these three models , PICRAT, SAMR, and TPACK, to describe how technology integration could effectively be carried out , how to track the development of this integration, what attitudes ,towards this integration, could students and teachers have, and how to assess and evaluate this integration, especially in the teaching and learning of English in a foreign setting . As a result, this exploratory review has reached some conclusions concerning the applicability of the PICRAT, SAMR, and TPACK in the design of teaching and learning English in a foreign setting. This exploratory review has also come up with some recommendations.
{"title":"The Applicability of the PICRAT, TPACK, and SAMR Models to the Teaching and Learning of English as a Foreign Language","authors":"Abd-Al-Hameed Mustafa Mahmoud Jabsheh","doi":"10.32996/jlds.2024.4.1.1","DOIUrl":"https://doi.org/10.32996/jlds.2024.4.1.1","url":null,"abstract":"The aim of this exploratory review was to investigate the applicability of PICRAT, SAMR, and TPACK models to the teaching and learning of English in a foreign setting; PICRAT, SAMR, and TPACK models have been viewed, in reference to some of the available literature, as protocols that should be activated in parallel with the process of integrating technology in the design of the teaching and learning practices that compatible with education in this digital age; these three models, as concluded by the available related literature, have gained importance in the field of (TEFL) as technology enhancement seems to be inevitable and irreplaceable because technological solutions can provide authentic native contexts that , otherwise, could not be available, by traditional physical realities, to teachers and learners of English in foreign settings ; learners of English as a foreign language, as concluded by the related literature , do not normally use English outside classroom setting, which may violate the communicative aspect of English as a lingua franca in many countries of the world; to gain deeper insights , three related studies were critically reviewed and summarized , by the researcher, to epitomize the validity of these three models , PICRAT, SAMR, and TPACK, to describe how technology integration could effectively be carried out , how to track the development of this integration, what attitudes ,towards this integration, could students and teachers have, and how to assess and evaluate this integration, especially in the teaching and learning of English in a foreign setting . As a result, this exploratory review has reached some conclusions concerning the applicability of the PICRAT, SAMR, and TPACK in the design of teaching and learning English in a foreign setting. This exploratory review has also come up with some recommendations.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"12 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-25DOI: 10.32996/jlds.2023.3.3.7
Fatima Ahmed Elhadi Ahmed, Adiba Abdelbage Mohammed Saad
The study aimed to identify the challenges of applying e-learning to education in Sudanese universities. The problem of the study was the frequent use of technology in education, which has become a factor of concern and threat to many students and teachers who have become fearful of this strong development, so it was necessary to shed light on education. Electronic education is important and has an essential role that students and teachers can benefit from. The study focused on identifying the applications available in education in terms of being affected by technology education, which contributes to their development on the one hand, and supports the knowledge society on the other hand. The study used the descriptive analytical approach. The study also found a number Among the outcomes, including: the weakness of the infrastructure in Sudanese universities, the fluctuation and interruption of the Internet and electricity networks and their absence in some states. The study also recommended preparing the infrastructure in Sudanese universities, and addressing the negative effects that Sudanese students have regarding e-learning and its importance.
{"title":"The Challenges of Applying Electronic Learning in Sudanese Universities","authors":"Fatima Ahmed Elhadi Ahmed, Adiba Abdelbage Mohammed Saad","doi":"10.32996/jlds.2023.3.3.7","DOIUrl":"https://doi.org/10.32996/jlds.2023.3.3.7","url":null,"abstract":"The study aimed to identify the challenges of applying e-learning to education in Sudanese universities. The problem of the study was the frequent use of technology in education, which has become a factor of concern and threat to many students and teachers who have become fearful of this strong development, so it was necessary to shed light on education. Electronic education is important and has an essential role that students and teachers can benefit from. The study focused on identifying the applications available in education in terms of being affected by technology education, which contributes to their development on the one hand, and supports the knowledge society on the other hand. The study used the descriptive analytical approach. The study also found a number Among the outcomes, including: the weakness of the infrastructure in Sudanese universities, the fluctuation and interruption of the Internet and electricity networks and their absence in some states. The study also recommended preparing the infrastructure in Sudanese universities, and addressing the negative effects that Sudanese students have regarding e-learning and its importance.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"19 s1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.32996/jlds.2023.3.3.4
Xiaoxuan Ji, Yaochong Yang
In recent years, artificial intelligence has become a new direction of scientific and technological development. Machine learning, as the most core and hot technology in the field of artificial intelligence, provides the possibility to meet the needs of intelligent education and personalized learning. Through the desktop research method and literature research method, this paper sorts out and analyzes the EAI and Satir's iceberg theory and finds a new educational model that can be integrated with each other -- the “charging model”. On the basis of EAI's ability to improve classroom efficiency, this paper proposes a “charging model” to explain and analyze its feasibility. It also uses Satir's iceberg theory to deepen humanistic concern and pay attention to classroom humanistic management to help students realize the third birth and fulfill the historical burden of teachers' “teaching and educating”. Meanwhile, it promotes deep learning of artificial intelligence and improves affective computing.
{"title":"A Discussion on the “Charging Model” of the Collaborative Mechanism Between Teachers and Artificial Intelligence Based on Satir's Iceberg Theory","authors":"Xiaoxuan Ji, Yaochong Yang","doi":"10.32996/jlds.2023.3.3.4","DOIUrl":"https://doi.org/10.32996/jlds.2023.3.3.4","url":null,"abstract":"In recent years, artificial intelligence has become a new direction of scientific and technological development. Machine learning, as the most core and hot technology in the field of artificial intelligence, provides the possibility to meet the needs of intelligent education and personalized learning. Through the desktop research method and literature research method, this paper sorts out and analyzes the EAI and Satir's iceberg theory and finds a new educational model that can be integrated with each other -- the “charging model”. On the basis of EAI's ability to improve classroom efficiency, this paper proposes a “charging model” to explain and analyze its feasibility. It also uses Satir's iceberg theory to deepen humanistic concern and pay attention to classroom humanistic management to help students realize the third birth and fulfill the historical burden of teachers' “teaching and educating”. Meanwhile, it promotes deep learning of artificial intelligence and improves affective computing.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"21 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-04DOI: 10.32996/jlds.2023.3.3.3
Miles V. Encorporado, Steven Y. Razonable, JIGGER B. ABABON, Bernadeth Pasilang, Margarett P. Regulacion, Rosemae Ann A. Sasan
This study, conducted during the academic year 2022-2023 at the University of Cebu Main Campus, aimed to establish the correlation between effective reinforcers and the self-esteem of fourth-year psychology students. Utilizing the Slovin formula, a sample size of 120 students was selected from the total population of 166. The Descriptive Correlational Method was employed to explore the connection between effective reinforcers and self-esteem, with a focus on these senior students who might be susceptible to academic stress and burnout. The study employed the Rosenberg Self-Esteem questionnaire for self-esteem assessment and conducted a pilot test to ensure questionnaire reliability. Data were collected via Google Forms, and a chi-square test was utilized to assess the relationship between student profiles, self-esteem, and effective reinforcers. Also, the Wilcoxon Signed Rank Test was run to determine the relationship between self-esteem and effective reinforcers. The results revealed that natural reinforcers were the most effective in boosting self-esteem, with no significant relationship between student output and the variables. However, a significant connection was found between self-esteem and effective reinforcers. This study underscores the vital role of effective reinforcers in enhancing self-esteem.
{"title":"Correlation Between Reinforcers and Level of Self-Esteem","authors":"Miles V. Encorporado, Steven Y. Razonable, JIGGER B. ABABON, Bernadeth Pasilang, Margarett P. Regulacion, Rosemae Ann A. Sasan","doi":"10.32996/jlds.2023.3.3.3","DOIUrl":"https://doi.org/10.32996/jlds.2023.3.3.3","url":null,"abstract":"This study, conducted during the academic year 2022-2023 at the University of Cebu Main Campus, aimed to establish the correlation between effective reinforcers and the self-esteem of fourth-year psychology students. Utilizing the Slovin formula, a sample size of 120 students was selected from the total population of 166. The Descriptive Correlational Method was employed to explore the connection between effective reinforcers and self-esteem, with a focus on these senior students who might be susceptible to academic stress and burnout. The study employed the Rosenberg Self-Esteem questionnaire for self-esteem assessment and conducted a pilot test to ensure questionnaire reliability. Data were collected via Google Forms, and a chi-square test was utilized to assess the relationship between student profiles, self-esteem, and effective reinforcers. Also, the Wilcoxon Signed Rank Test was run to determine the relationship between self-esteem and effective reinforcers. The results revealed that natural reinforcers were the most effective in boosting self-esteem, with no significant relationship between student output and the variables. However, a significant connection was found between self-esteem and effective reinforcers. This study underscores the vital role of effective reinforcers in enhancing self-esteem.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"87 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135774368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.32996/jlds.2023.3.3.2
None Andi Asrifan, None Anita Candra Dewi
The 2013 Indonesian curriculum is contentious. The government mandated that all schools follow the 2013 curriculum in 2015, but in December 2014, the Ministry of Education altered the requirement to return to KTSP. Indonesia's frequent curriculum changes affect teaching and learning and education stockholders. This study examined the implementation of the 2013 curriculum in English teaching practice, the challenges teachers and students face, and students' perceptions of ELT practice related to the 2013 curriculum. This study uses descriptive qualitative research. English teachers and students at an Indonesian vocational school are the subjects of this study. The data was acquired through interviews, observations, and documentation. A semi-structured interview was conducted to assess English teachers' grasp of the 2013 implementation. English teacher's 2013 curriculum implementation was observed in the classroom. The researcher interviewed students about their views on ELT procedures and their challenges. Interview data was evaluated using Miles and Huberman's (1994) interactive model analysis. The teacher understood the Standard Process of the 2013 Curriculum teaching features well. Teachers use the 2013 curriculum's standard teaching process in the primary activities. Limited time for English was the biggest issue with teaching it under the 2013 curriculum. All students enjoyed English class; thus, they had a good view of ELT. Speaking was the biggest challenge for pupils learning English. The researcher assumed from the students' interviews that little English practice caused speaking difficulties.
{"title":"Indonesian Curriculum Issues: Teacher Implementation and Student Perception of K13 in ELT","authors":"None Andi Asrifan, None Anita Candra Dewi","doi":"10.32996/jlds.2023.3.3.2","DOIUrl":"https://doi.org/10.32996/jlds.2023.3.3.2","url":null,"abstract":"The 2013 Indonesian curriculum is contentious. The government mandated that all schools follow the 2013 curriculum in 2015, but in December 2014, the Ministry of Education altered the requirement to return to KTSP. Indonesia's frequent curriculum changes affect teaching and learning and education stockholders. This study examined the implementation of the 2013 curriculum in English teaching practice, the challenges teachers and students face, and students' perceptions of ELT practice related to the 2013 curriculum. This study uses descriptive qualitative research. English teachers and students at an Indonesian vocational school are the subjects of this study. The data was acquired through interviews, observations, and documentation. A semi-structured interview was conducted to assess English teachers' grasp of the 2013 implementation. English teacher's 2013 curriculum implementation was observed in the classroom. The researcher interviewed students about their views on ELT procedures and their challenges. Interview data was evaluated using Miles and Huberman's (1994) interactive model analysis. The teacher understood the Standard Process of the 2013 Curriculum teaching features well. Teachers use the 2013 curriculum's standard teaching process in the primary activities. Limited time for English was the biggest issue with teaching it under the 2013 curriculum. All students enjoyed English class; thus, they had a good view of ELT. Speaking was the biggest challenge for pupils learning English. The researcher assumed from the students' interviews that little English practice caused speaking difficulties.","PeriodicalId":445152,"journal":{"name":"Journal of Learning and Development Studies","volume":"798 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.32996/jlds.2023.3.3.1
Rulthan P. Sumicad, Ericka Ann C. Balanga, Gloria Con-ui Cuevas, Rommel T. Gimarangan, Joavanni M. Pacaldo, Antoniette M. Lawan
This study was conducted to explore the perceived psychological preparedness of the selected graduates from the psychology department of the University of Cebu-Main Campus. It described the participants` preparedness in taking the psychometrician board examination. The way the participants adapt to the challenges experienced while reviewing, the experiences encountered by the participants through the factors, and the different coping strategies used to enhance and prepare for the upcoming board examination. The study utilized the qualitative method. There were sixteen (16) participants in this study, and they were selected through non-probability sampling, specifically purposive sampling. In data collection, an interview with a semi-structured interview guide has been used. In analyzing the qualitative data, thematic analysis by Boyatzis is being used. Codes, categories, and finding common themes were identified from the transcript of in-depth interviews. Eleven (11) emergent themes were created based on the participant's responses, which were classified under three (3) primary themes that provided answers to the sub-problems in this research. The emergent themes were extracted from the significant critical statements of the key participants. The description provided by the participants on their preparedness for taking the professional board examination, Factors that Influenced the Participants` Preparedness, has four (4) emergent themes categorized as: On Motivation; On Academic Factors; On Individual Factors; On Environmental Factors. For the challenges faced by the graduate participants about preparedness, the overarching theme is Challenges experienced by the Participants. The preparation has five (5) emergent themes: Lack of Academic Preparation, the Impact on Overall Health, High Expectations, Poor Study Habits, And Self-Confidence. The ways or strategies the participants used to cope with the difficulties faced in the examination preparation, the overarching theme is Participants’ Cope with the Challenges Met has two (2) emergent themes identified: By Ways of Addressing Challenges; By Seeking Social Support. The findings and recommendations derived from the study were used to improve the preparedness of the new tertiary curriculum graduates in taking the professional board examination.
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