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All Journal IJoLE: International Journal of Language Education Journal on Mathematics Education
Halili, Siti Hajar Binti
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Task-Based E-Learning on Students’ Cognitive Assonance and Reading Engagement in English Learning Process at Elementary Schools Sudatha, I Gde Wawan; Jayanti, Luh Sri Surya Wisma; Bayu, Gede Wira; Widiana, I Wayan; Halili, Siti Hajar Binti
International Journal of Language Education Vol. 8, No. 2, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i2.64115

Abstract

AbstractElementary school students still need help learning English, resulting in low learning outcomes. The lack of learning facilities and the application of inappropriate learning models impact students' low motivation to learn English. Regarding this matter, this study aims to examine the effectiveness of task-based e-learning on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study was designed in a Quasi-Experimental Design with a posttest-only control group design. The population of the study was 158 4th-grade elementary school students. A random sampling technique was used in this study with a sample size of 55 4th-grade elementary school students. A survey was used to collect the data. The instrument used to collect research data was a questionnaire sheet. Two-way ANOVA was used to test the hypothesis. The results of the study show a significant effect simultaneously and partially with a Sig. value < 0.05, task-based e-learning has an impact on students' cognitive dissonance and reading engagement in learning English at elementary schools. The study implies that applying task-based e-learning can make it easier for students to learn English, which impacts their cognitive dissonance and reading engagement. 
Factors shaping Indonesian preservice math teachers’ digital media adoption in online mathematics teaching practice: An instrument development and validation study Ishartono, Naufal; Halili, Siti Hajar binti; Razak, Rafiza binti Abdul; Jufriansah, Adi
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1219-1250

Abstract

Numerous studies have examined the development of instruments to identify factors influencing preservice teachers' integration of technology in teaching practices. However, limited research has been dedicated to designing instruments specifically tailored to assess mathematics preservice teachers' integration of Digital Mathematics Learning Media (DMLM) during online teaching practice. This gap is particularly pertinent in the Indonesian context, where assessing future teachers' competencies is crucial. Addressing this gap, the present study endeavors to develop and validate an instrument to identify the factors influencing Indonesian Preservice Mathematics Teachers' (PSMTs) integration of DMLM in online teaching practice. The instrument's theoretical foundation is derived from the Technological Pedagogical Content Knowledge (TPACK) framework, with an emphasis on the Math-TPACK domain, and the Theory of Planned Behavior, focusing on beliefs related to DMLM and online learning. The research employed the ADDIE model for instrument development, combined with Exploratory Factor Analysis (EFA), involving a sample of 303 Indonesian preservice mathematics teachers. The study resulted in the development of a questionnaire comprising 59 indicators across four domains: Math-TPACK, Beliefs on Online Learning, Beliefs on DMLM, and the Use of DMLM. This instrument provides a robust tool for policymakers and educators to identify critical factors affecting PSMTs' effectiveness in online mathematics teaching. Additionally, it offers insights for designing targeted interventions to enhance the quality of online teaching practices.
Co-Authors Adi Jufriansah Gede Wira Bayu I Wayan Widiana Jayanti, Luh Sri Surya Wisma M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Naufal Ishartono Razak, Rafiza binti Abdul