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All Journal EARR Tatar Pasundan: Jurnal Diklat Keagamaan Fastabiq: Jurnal Studi Islam
Abdu, Wamaungo Juma
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A TEACHER’S AUTONOMY IN ASSESSING STUDENTS’ PERFORMANCE: A BRIEF CONCEPTUAL REVIEW ON THE ASSESSMENT OF LEARNING OUTCOMES Abdu, Wamaungo Juma
EARR (Educational Administration Research and Review) Vol 3, No 1 (2019): JUNE 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/earr.v3i1.21717

Abstract

In formal schooling, testing/ or assessments are always done on entry, and on exit of the student. Assessment during entry is  carried out to assess the entry behaviour of a student, while the on-exit assessment is conducted to know how well students have achieved on the learning objectives. This means that assessment of a student has always had a strong foundation in the ‘hands of the teacher’.  Having taught, a teacher understands the students than any other assessor or evaluator. However, this is not the case in most countries, more so in the developing world, where students’ testing/assessment has always been done by the national examination bodies, a thing which terminates the teacher’s role in student’s assessment, hence hindering sincere evaluation of learners. Mr. Obama describes such a situation as teachers forced to spend their academic years preparing students to fill in bubbles on standardized tests (Cody, 2011). This Obama comment implies that teachers should be given authority in a substantive manner towards a more balanced method for evaluating students learning and achievement. In this paper therefore, I describe the need for a teacher’s autonomy in testing and or assessing students’ performance [school assessment] versus the national examinations organized by the national examination body under the ministry of education..
LEADERSHIP STYLES AND ACADEMIC PERFORMANCE OF PUPILS IN SELECTED PUBLIC PRIMARY SCHOOLS: A CASE OF SELECTED SCHOOLS IN JINJA, UGANDA Ketrah, Amoding Agnes; Musa, Muwaga; Abdu, Wamaungo Juma
FASTABIQ: JURNAL STUDI ISLAM Vol 4, No 2 (2023): FASTABIQ: Jurnal Studi Islam
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47281/fas.v4i2.137

Abstract

In a bid to address poor academic performance among students in Jinja City primary schools, this study looked into how students' academic performance was affected by school leadership styles within the theoretical framework of the Path-Goal theory of leadership. The goals of the study were to: 1) comprehend how the laissez-faire leadership style affects academic performance; 2) examine the authoritarian leadership style; and 3) ascertain how the democratic leadership style affects students' academic performance. Data collection and analysis were done using a cross-sectional survey design that combined quantitative and qualitative research methods. Using simple random and purposeful sampling techniques, 100 participants were chosen from a target population of 300. Through the use of questionnaires and interview guides, data was gathered. The Statistical Package for Social Sciences (SPSS) was used to analyze the quantitative data, and descriptive analysis was used to find patterns and trends in the qualitative data. The findings revealed that the laissez-faire leadership style significantly affected students' academic performance by 83%. The authoritarian leadership style accounted for 66.7% of the variation in academic performance, while the democratic leadership style contributed 74.1%. The research emphasized the importance of upholding existing school rules, regulations, and goals to enhance students' academic performance. Recommendations include adopting flexible leadership approaches by school heads, emphasizing school rules and regulations, and recognizing the significance of authority in leadership to boost and sustain academic performance. The research also highlighted the value of open communication, guidance, equitable treatment, and equal opportunities for all stakeholders involved in promoting desired academic outcomes in primary schools. The theoretical implication of this study lies in the demonstration that adaption of different leadership styles can be applicable to educational settings to achieve desired goals.Keywords: Leadership Styles; Academic Performance; Path-Goal theory; Educational Outcomes; School Management; Students
IMPLEMENTING OF VIRTUAL REALITY TECHNOLOGY IN SCIENCE SUBJECTS AS EFFORT TO BUILD A MEANINGFUL LEARNING Aswie, Viqhi; Abdu, Wamaungo Juma
Tatar Pasundan: Jurnal Diklat Keagamaan Vol 17, No 2 (2023): Tatar Pasundan: Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/tp.v17i2.388

Abstract

The post-COVID-19 pandemic has resulted in learning loss in almost all subjects, including science learning. In addition, there is a decrease in motivation in capturing learning. In contrast, 21st-century education demands literacy skills accompanied by competencies and characters that lead to lifelong learning. Therefore, services in the form of technology that can improve students' skills and interests are needed, one of which is using virtual reality. This technology is believed to be a future asset that can help students construct their cognitive structures. Thus, this study aims to examine the use of virtual reality technology in improving meaningful learning in science learning at school. The method used in this study is a qualitative method with a descriptive approach through a literature review of Google Scholar and Scopus-indexed journals.  The data that has been collected is analyzed by correlating the relationship between the use of virtual reality with meaningful learning in science subjects. After that, it ends by elaborating on the ideas in this article. Based on studies that have been conducted, it is found that virtual reality is a 3D technology that helps visualize science concepts that combine the real and virtual worlds (immersive) so that learning is more interactive. Despite its great potential, this technology should be used as a supporting tool, not a substitute for human interaction in learning. Virtual reality can also create meaningful learning by directly involving students in constructing their cognitive structures related to facts, concepts, procedures, and metacognition. In addition, this technology is also able to integrate science concepts that were previously fragmented to be integrated comprehensively through 3D virtual simulations. This will help create meaningful learning because students can understand science concepts comprehensively by connecting their experiences to real learning materials through immersive technology. Keywords: Immerse Technology; Meaningful Learning; Science Subject; Virtual Reality
Co-Authors Aswie, Viqhi Ketrah, Amoding Agnes Musa, Muwaga