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All Journal Jurnal Pendidikan : Riset dan Konseptual Mimbar Pendidikan Indonesia Educare : Jurnal Ilmu Pendidikan
Oyeronke Christiana Paramole
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Education Social Sciences Other

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The Supervisory Impact of School Principals on Instructional Excellence Moses Adeleke Adeoye; Olaolu Paul Akinnubi; Oyeronke Christiana Paramole
Mimbar Pendidikan Indonesia Vol. 4 No. 3 (2023): September
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mpi.v4i3.69299

Abstract

Instructional excellence is a key indicator of educational quality, heavily influenced by the leadership role of school principals. A recurring issue is the suboptimal implementation of instructional supervision, which hinders efforts to improve teaching and learning quality. This study aims to explore the impact of principal supervision on achieving instructional excellence within educational settings. A Systematic Literature Review method was employed, analyzing relevant theories and empirical findings drawn from scholarly databases such as Google Scholar, ResearchGate, SINTA, Scopus, and Web of Science. Data analysis was conducted using a thematic approach, focusing on core principles, behavioral theories, and instructional supervision strategies. The findings reveal that effective supervision plays a critical role in enhancing teaching practices, improving student learning outcomes, and fostering a positive school climate. Key factors influencing successful supervision include instructional leadership, communication skills, and collaborative engagement among principals, teachers, and other stakeholders. This review concludes that strengthening principals’ capacity for instructional supervision is a pressing need. The study implies that sustainable professional development programs are essential to empower school principals in cultivating high-quality and continuous learning environments.
Meta-Analysis of Item Generation Procedures Used in Selected Standardised Tests in Education Oyeronke Christiana Paramole; Eyitayo Rufus Ifedayo Afolabi
Jurnal Pendidikan : Riset dan Konseptual Vol 8 No 4 (2024): Volume 8, Nomor 4 Tahun 2024
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v8i4.1111

Abstract

Meta-analysis is a systematic process combining multiple studies' results to create a comprehensive understanding of a research question. It uses statistical methods to synthesise the findings of different studies, offering a quantitative summary of the overall effect. The study analysed the differences in studies on validating standardised tests in education using various procedures. The meta-analysis of 130 empirical studies on the validation of standardised educational tests published between 1988 and 2017 revealed that authors predominantly rely on literature reviews for item generation, followed by theory reviews and expert reviews. The data was analysed using percentages and counts. The majority of studies (80%) used literature reviews to generate ideas, with a smaller percentage (60%) and (38%) for theory and expert reviews. The majority of authors used Guttman divided half and internal consistency, with Alpha if item removed being the most commonly used method (86.2%). Construct validity was the primary method used (89.2%). The factorability of the correlation matrix was the main reason for the Barlett's test of sphericity score (75.4%). Most authors reported factor retention (60.8%) and used the Unweighted Least Squares (51.5%) approach for factor extraction. The most commonly reported rotation technique was orthogonal (Varimax) (59.2%). In conclusion, the text provides a comprehensive overview of test validation, emphasising the importance of establishing validity for ensuring trustworthy and meaningful test results. Future research should continue to explore the complexities of test validation, seeking to improve practices and develop more standardised approaches that ensure the reliability and validity of tests across various contexts.
Neuroscience-Based Education in The Era of Artificial Intelligence: Enhancing Cognitive Development Through Adaptive Learning Technologies Agus Nu'man; Fathor Rosi; Oyeronke Christiana Paramole
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i1.36

Abstract

Rapid advancements in education demand technological innovations to enhance learning quality. This study explores the role of neuroscience-based education in improving students' cognitive development through adaptive learning technology in the AI era. Using a qualitative approach with a case study design, the research involved the Principal, curriculum and student affairs deputies, teachers, and students. Data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, presentation, and conclusion. Findings reveal that neuroscience-based adaptive learning technology enhances cognitive development by addressing individual learning styles. Intelligent learning systems enable personalized education, allowing students to progress at their own pace, improving learning efficiency and effectiveness. Beyond academic skills, these technologies foster learning motivation, engagement, and outcomes. This study underscores the importance of integrating neuroscience principles into AI-driven education to support holistic cognitive development and create engaging, personalized learning experiences, offering a fresh perspective on the intersection of neuroscience, technology, and education.
Co-Authors Agus Nu'man Eyitayo Rufus Ifedayo Afolabi Fathor Rosi Moses Adeleke Adeoye Olaolu Paul Akinnubi