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All Journal Dinamika Jurnal Pendidikan Dasar
Cyril, Nelson
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Decision Sciences, Operations Research & Management

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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

Abstract

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

Abstract

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. 
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

Abstract

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.
DEVELOPMENT OF CANVA-BASED INTERACTIVE E-BOOK AND BOOK CREATOR USING THE RADEC LEARNING MODEL TO SUPPORT CREATIVE THINKING SKILLS Prastyana, Via; Anggoro, Subuh; Prisilawati, Dian Eis; Nazirah, Aliyatun; Cyril, Nelson
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.v15i1.17407

Abstract

The involvement of technology in 21st century learning is indispensable at every level of education. Teachers can involve digital learning media to support the process of teaching and learning activities. Digital-based learning media such as interactive e-books can be used as learning media that can be used in 21st century learning. In addition to digital-based learning media, the learning model that can be applied is an innovative learning model. The RADEC learning model is one of the learning models that can be applied in current learning. This study aims to develop an interactive e-book through the RADEC learning model, and determine the feasibility of an interactive e-book through the RADEC learning model. This research is a research and development or Research and Development ADDIE model. This study obtained the feasibility results from the validation of material experts, validation of linguists, and validation of media experts. The results of the validation of material experts, linguists, and media experts get scores in the very valid category for use. The results of student responses regarding product trials get scores in the very interesting category for students to use in the learning process. The results of the group creativity assessment are very interesting and can increase the creativity of students. Based on these results, it can be concluded that interactive e-books through the RADEC learning model are very valid and feasible to be used in learning and can increase students' creativity.
Design and Development of Lifelong Skills-Enhancement e-Programmes Using Monitoring/Evaluation Tools: Exemplars with Policy Recommendations Ng, Khar Thoe; Muthiah, Jeyaletchumi; Assanarkutty, Shah Assanarkutty Jahan; Sinniah, Deva Nanthini; Cyril, Nelson; Jayaram, Nanthini; Durairaj, Kamalambal; Sinniah, Sivaranjini
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 15 No. 2 (2023): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v15i2.19591

Abstract

Developing ‘Future Ready’ learners in preparation of Industrial Revolution (IR) through implementation of lifelong skills-enhancement programmes collaborating with various sectors is the recent global governmental aspiration. In response to call for quality technology-enhanced ‘Science, Technology, Reading, Engineering, Arts, Mathematics’ (STREAM) education, SEAMEO RECSAM initiated the ‘Learning Science and Mathematics Together’ [LeSMaT (Borderless)] project-based programme under the Golden SEAMEO Basic Education and Student Networking involving blended-mode lifelong education. This article reports SEAMEO Inter-Centre Collaboration (ICC) Education 4.0 project initiative as an offshoot programme of LeSMaT involving Design and Development Research (DDR) in developing lifelong skills-enhancement e-programmes integrating STREAM education with evidence-based output under sub-themes identified from LeSMaT(Borderless) involving ‘Analysis, Design, Development, Implementation, Evaluation’ (ADDIE) instructional model. ‘Analysis’ of these sub-themes were made to develop criteria as guiding focus for project teams to design technology-enhanced learning (TEL) output that could showcase the knowledge/skills required during IR4.0. Literature research was also made on existing e-programmes fulfilling SEAMEO’s priorities. During ‘Design and Development’ phases, e-surveys were developed as monitoring/evaluation tools for tracking of skills-enhancement e-programmes in line with Sustainable Development Goals (SDGs).  During ‘Implementation/Evaluation’ phases, qualitative/quantitative data collection/analysis methods were implemented involving case study and validation of e-survey entitled ‘Motivation towards STREAM education’ (MoToS). The qualitative analysis integrating ‘type 4’ multiple-case design includes analysing output illustrating curriculum innovation through transdisciplinary studies reflecting Education 4.0 and SDGs whereas quantitative method involved Rasch model to validate MoToS  to monitor/evaluate participants’ engagement  in 1st Regional Workshop on SEAMEO-ICC Education 4.0. The findings using Rasch analysis in the ‘Evaluation’ phase revealed that MoToS is reliable with measure of CA 0.98 internal consistency and ‘feeling stressed on STREAM’ is the most difficult item.  After the e-course series 2020-2022, participants' output was examined using ‘Cross-Case Analysis’ (CCA), ‘Within/Exemplary-Case Analysis’ (WCA/ECA). The e-course series produced evidence-based SDG-related outputs with exemplars integrating SEAMEO Priority Areas No.7 and No.5. Policy recommendations and suggestions for future studies related to Education 4.0 are discussed including developing innovative programmes to improve transdisciplinary quality education
Co-Authors Adzmin, Wan Noor Assanarkutty, Shah Assanarkutty Jahan Durairaj, Kamalambal Jamil, Nor Aisah Jayaram, Nanthini Lay, Yoon Fah Ling, Loh Su Mangao, Dominador Dizon Mustapha, Zainun Muthiah, Jeyaletchumi Nazirah, Aliyatun Ng, Khar Thoe Othman, Mariam Prastyana, Via Prisilawati, Dian Eis Rajoo, Murugan Shukor, Sharfuddin Abdul Sinniah, Deva Nanthini Sinniah, Sivaranjini Subuh Anggoro Thoe, Ng Khar