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Learning Mathematics Formulas by Listening and Reading Worked Examples Maryati, Wahyuni Eka; Retnowati, Endah; Thoe, Ng Khar
Indonesian Journal of Teaching in Science Vol 2, No 1 (2022): IJOTIS: March 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

This study aims to examine whether there is a significant difference between the effectiveness of worked examples with voice notes and worked examples without voice notes and their relations with computational thinking skills. Both learning strategies were implemented in the derivative of polynomial algebraic function learning. This quasi-experimental study involved 62 students and employed a pre-test and post-test non-equivalent control group design via WhatsApp group. Data were analyzed using ANCOVA with student initial ability measured during the pretest as the covariate. The study empirically proved that there is a significant difference in terms of the effectiveness of both learning strategies viewed from student cognitive load. Worked example without voice notes was more effective and makes students have less cognitive load during learning. In addition, there was no significant difference in the effectiveness of learning strategies in terms of computational thinking skills. This study showed that adding voice notes may lead to redundancy effects, hence the use voice notes with worked examples should be thoroughly considerated.

IMPROVING THE ABILITY TO DESIGN CORE ACTIVITIES IN THE LEARNING PROCESS THROUGH ACADEMIC DEVELOPMENT FOR TEACHERS OF SDN 4 TELUK, BANYUMAS Sachriyah, Siti; Abubakar, Wakhudin; Thoe, Ng Khar
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 15 No. 1 (2023): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v15i1.11558

Abstract. This study aims to improve the ability of teachers in designing core activities inÂ the learning process through academic coaching.Â This research is motivated by the low ability to design core activities in the learning process of SD Negeri 4 Teluk teachers and the need for efforts to improve the ability to design these core activities through academic guidance.Â The method used in this research is comparative description.Â Collecting data using observation techniques, interviews, documentation, and filling out the instrument sheet.Â The research population in this study were 6 classroom teachers at SD Negeri 4 Teluk, namely grade 1 to grade 6 teachers. The results of this study indicate an increase in the ability of teachers to design core activities in the learning processÂ .Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â

Developing Conceptual and Procedural Knowledge/Skills of Lifelong Learners from Basic to Advance Learning: Exemplars, Challenges and Future Direction Thoe, Ng Khar; Jamaludin, Junainah; Pang, Yee Jiea; Choong, Careemah; Lay, Yoon Fah; Ong, Eng Tek; Durairaj, Kamalambal; Talib, Corrienna Abdul; Chin, Chee Keong
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.13164

Developing conceptual and procedural knowledge or skills of learners is ‘part and parcel’ of the roles of educators involved in teaching science and social science subjects. This article aims to espouse numerous educational reforms implemented locally, regionally, and internationally during the past decades, with exemplars and challenges elaborated. The mixed-method approach is selected as a research framework that includes the collection of qualitative data (mainly from documentary analysis, interviews, observation, and open-ended responses) and quantitative data (mainly from survey questionnaires). This article reports mainly qualitative findings that are summarised from mixed-modes of analysis on data collected through systematic review and ‘multiple-case design’, including ‘cross-case and within-case analysis’ on how conceptual and procedural knowledge and skills of learners could be enhanced through the implementation of various technology-integrated project-based programmes incorporating various effective strategies anchored on hybrid approaches in replacement of traditional methods. Case exemplars are illustrated with how these programmes serve as platforms for basic education and foundation courses from basic to advanced learning among lifelong learners. The analysis of a local programme to promote Year 4 students’ (N = 33) primary science learning using the 5E constructivist model revealed that students were mentally engaged in learning science concepts, interacting with new experiences, and able to correct misconceptions with enhanced conceptual and procedural knowledge and skills on the taught topics ‘Scientific Skills, Life Processes of Humans, and Properties of Materials’ as reflected in their increased mean scores of science achievement analysed statistically. The implementation of the ‘Learning Science and Mathematics Together’ (LeSMaT) student-centered regional learning programme that provided a guide for expected project output is also illustrated with an exemplar of how learners’ conceptual and procedural knowledge and skills in ‘environmental education’ were enhanced through the preparation of the project required for this program. The analysis of social science learning involving building foundation knowledge in economics through an international research-based internship programme revealed that students’ conceptual and procedural knowledge and skills in ‘economics’ were enhanced with the input on research methodology and the need to produce a report, which tied in with theories and the experience of their placements in various business settings that provided real-life experience related to economic issues faced during the pandemic. In the end, the significance and implications of the study are discussed with ideas for how to move forward.

Exploring the Effect of Science Teachers’ Age Group on Technological Knowledge, Technological Content and Pedagogical Knowledge in Augmented Reality Cyril, Nelson; Thoe, Ng Khar; Sinniah, Deva Nanthini; Rajoo, Murugan; Sinniah, Sivaranjini; Adzmin, Wan Noor; Lay, Yoon Fah; Shukor, Sharfuddin Abdul
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.13302

This study describes the effect of science teachers’ cognizance of technological knowledge, technological content and pedagogical knowledge towards augmented reality across five age groups. This pilot study involved 44 science teachers from Penang, Malaysia using a 5-point Likert scale instrument. The administered survey instruments consisted of 18 questions on technological knowledge; technological content knowledge; and technological pedagogical knowledge. The analyses showed that generally teachers had good technological knowledge but their technological content and pedagogical knowledge seemed to be less. The results also showed that two items had significant differences using the Kruskal Wallis non-parametric test. The findings would be used as a tool to revise the servicing teachers’ technological practices using augmented reality incorporated in their daily teaching and learning sessions to obtain better learning outcomes. The research findings could also be used for further research exploring other variables affecting teachers’ technological knowledge. The intervention may be used in teachers’ training curriculum and continuing professional development in terms of determining their level of technological content and pedagogical knowledge that would increase the interest of students in learning and exploring science using Augmented Reality.

Southeast Asian Students’ Perspective in Science and science education Othman, Mariam; Cyril, Nelson; Mangao, Dominador Dizon; Thoe, Ng Khar; Sinniah, Deva Nanthini; Rajoo, Murugan
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 2 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i2.13303

The study describes the attitudes and beliefs towards science and science education of Year 9 and 10 Southeast Asian students including gender and year level differences based on the seven categories. This study involved Year 9 and 10 students from seven SEAMEO countries. Out of 5,375 samples selected, 2,158 were boys and 3,217 were girls. There were seven categories in the survey instrument that was administered, including students’ perceptions about: (1) science; (2) science outside school; (3) science topics; (4) scientist vocation; (5) self-efficacy in science; (6) teaching and learning science; as well as (7) future participation in science. The analyses showed that generally students had positive attitudes on categories such as: science, science outside school, teaching and learning science, scientist vocation, science topics and future participation in science. However, in general, the students in this region had slightly low self-efficacy in science in which included items such as science as a difficult subject and science classes are boring. The results also showed that Year 9 and boys acted more positively than Year 10 and girls in the attitudes and beliefs towards science. Further research and recommendations are explored. The findings would be used as a tool to revise the national science curriculum of the participating countries in terms of content standards and inform teachers of how teaching and learning practices can be aligned with students’ attitudes and perceptions to obtain better learning outcomes. The research findings could also be used as a springboard for further research exploring deeper the variables affecting students’ success in science and providing intervention for teachers’ training curriculum and continuing professional development in terms of technological pedagogical content knowledge (TPACK) that would increase the interest of students in learning and exploring science.

Reading and Writing Ability of Dyslexic Students Through Simultaneous Multisensory Teaching (SMT) Method Nirmala, Sri Dewi; Ong, Eng Tek; Thoe, Ng Khar; Anggoro, Subuh
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 2 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i2.14352

ABSTRACTThe purpose of this study is to analyze the use of the Simultaneous Multisensory Teaching method (SMT) on improving reading and writing skills of dyslexic students . Students with dyslexia in addition to having difficulty in writing, also generally have difficulty in reading and mentioning a letter, word, and sentence, and often reverse in writing and mentioning letters. One of the methods recommended by International Dyslexia Association (IDA) in improving reading and writing skills of dyslexic students is the Simultaneous Multisensory Teaching (SMT) method. SMT is a special method for students with dyslexia. The learning process goes through special stages to develop students' abilities by optimizing several senses in an integrated manner. The subjects in this study were single participants, namely students with dyslexia with the initials AMJ , who were Grade IV students at SDN 1 Pasirlangkap, Cikidang District, Sukabumi Regency . This research uses an approach qualitative with descriptive method . Data collection techniques using interviews, observation, and documentation. Data analysis techniques consist of: 1) data reduction, 2) data presentation, and 3) drawing conclusions. The results showed that gradually the students' reading and writing abilities began to improve by using the SMT method . The ability to recognize letters that are often confused has begun to be mastered, both in pronunciation while reading and writing. Similarly, reading and writing words and sentences, there has been a change compared to the initial observations, which tend to have a lot of writing errors. Based on this, it can be concluded that the use of the SMT method can improve the reading and writing skills of dyslexic students.

Establishing the Validity and Reliability of a Program Evaluation Questionnaire using Rasch Measurement Model Loh, Su Ling; Jamil, Nur Aisah; Thoe, Ng Khar
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 2 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i2.14786

This study was conducted to establish the validity and reliability of the evaluation questionnaire for the 12th Regional Congress of the Search For SEAMEO Young Scientist (SSYS) 2022 using the Rasch Measurement Model that was aided by the Winsteps software.Â The questionnaire contains 24 items that evaluate the Congress's objectives, inputs, as well as event management and administration.Â Each item is rated on a 4-point rating scale.Â The instrument was administered at the end of the 3-days SSYS Congress held virtually in which 1891 participants submitted their responses.Â The establishment of validity and reliability of this questionnaire is crucial before further analysis is carried out.Â The Rasch Model analysis showed that the reliability index of the respondents was 0.87 and person separation is 2.60, while the item reliability index is 0.96 with an item separation index of 5.08.Â Item polarity indicates that the point measure correlation (PTMEA CORR) for the 24 items is between 0.67 to 0.76.Â In terms of item fit, the results indicated one misfit item that needs improvement in the future.Â The Principal Component Analysis (PCA) shows that almost all the items are unidimensional and intended to measure a similar trait.Â All these indicate the reliability of the questionnaire, and researchers can proceed with further data analysis to evaluate the 12th Regional Congress of the SSYS 2022.

Development of A Framework for an Asynchronous Discussion Forum through an E-Learning Platform Durairaj, Kamalambal; bin Assarnurkutty, Shah Jahan; Thoe, Ng Khar; Mohd Sabri, Wan Noor Adzmin bt
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 2 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i2.15274

Throughout the last several decades, the digital era has expanded the process of information sharing in classroom instruction in novel and surprising ways with reference to a wide variety of complex challenges. As a result, effective interactive e-learning management is critical for removing barriers to "knowledge acquisition, exchange, and construction" in this global learning community. According to a review of the pertinent literature, digital and social learning platforms, such as learning management systems (LMS), are effective guides for accomplishing comprehensive online learning. Using a quantitative approach, this paper illustrates the authors’ efforts to develop a social constructivist framework to facilitate formative assessment of an asynchronous discussion forum on various socio-scientific issues (SSI) among teenagers during the initial phase of the project. A learning management system (LMS) was utilised to collect data on project-based activities that encourage inquiry-based and problem-based learning (PBL) following the "Analyze, Design, Development, Implementation, and Evaluation" (ADDIE) model. Different methods of evaluation were implemented to determine the effectiveness of this approach in facilitating the discussions as well as to observe how students' participation in an asynchronous discussion forum improves their overall level of knowledge construction, interaction, and social network analysis (SNA). The important benefits of sharing information are looked at, and future research, innovative projects, and recommendations are shown and predicted.

Rasch measurement and strategies of Science Teacher's Technological, Pedagogical, and Content Knowledge in Augmented Reality Cyril, Nelson; Jamil, Nor Aisah; Mustapha, Zainun; Thoe, Ng Khar; Ling, Loh Su; Anggoro, Subuh
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 15 No. 1 (2023): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v15i1.17238

The use of Augmented Reality in the Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) framework is one of the systematic approaches to enriching students' experience in a science classroom. A study was conducted to explore teachers’ TPACK in Augmented Reality abilities. This article aims to identify science teachers’ level of TPACK in Augmented Reality using a questionnaire. A group of teachers (n=100) was trained to determine science teachers' TPACK at AR levels. Selected Science teachers then responded to a survey and analyzed using the Rasch Model. Male teachers (1.77 logits) outperformed female teachers (-0.55 logit) in TPACK abilities. In addition, teachers 36-40 years of age with 6-10 years of teaching experience had higher ability in TPACK in AR. Findings also indicated the Pedagogical Knowledge (PK) scoring is at +1.23logit and TPACK +0.29 logit suggesting both PK and TPACK components were of higher difficulty level compared to other components.The findings suggest that the training on TPACK in AR especially in the areas of PK and TPACK is necessary and should be based on the teacher’s demographic profile, teaching experiences, and other components of the TPACK framework.

Adding self-explanation when learning goal free problems could be beneficial Hidayah, Sendy; Retnowati, Endah; Thoe, Ng Khar
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 20 No. 1 (2025)
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v20i1.79774

Goal free problem is a strategy to present a geometrical problem by removing the final goal in order to direct students not to use a means ends analysis. The purpose of this research was to examine whether adding self-explanation instruction could improve its effectiveness with regard to students' problem-solving abilities and cognitive load. Using Geometry (the relationship among angles) as part of the national curriculum, a quasi-experimental research was employed. The post-test only group experimental design, comparing studying with self-explanation and without self-explanation, involved sixty four seven-graders from four parallel authentic classrooms in a junior high school in Central Java, Indonesia while the previous math test score was used as covariate. The covariate did not have ssignificant linierity meaning that both experimental groups were randomly assigned and had indifferent level of prior knowledge before the experiment was executed. The overall evidence indicated that with or without self-explanation, both groups of students who were given goal free problems did not have significant difference in terms of problem-solving abilities. However, there was a significant difference on level of cognitive load. Learning goal free problems with self-explanation could be more effective because this strategy causes a lower cognitive load than those without self-explanation. This study suggests that the instruction of self-explanation might lower extraneous cognitive load and improve learning.

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