Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal TOFEDU: The Future of Education Journal Jurnal Inovasi dan Teknologi Pendidikan
Sayed, Ahmed Khamis
Unknown Affiliation
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Enhancing Higher Order Thinking Skills (HOTS) in Education: Strategies and Outcomes Ragab, Aya; Kaid, Ahmed; Sayed, Ahmed Khamis
The Future of Education Journal Vol 3 No 5 (2024): December
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.267

Abstract

This study investigated the effectiveness of higher-order thinking skills (HOTS)-focused teaching strategies on the development of critical thinking skills among first-year students in the Department of Education Technology at Sebelas Maret University, Surakarta, Indonesia. Despite increasing recognition of HOTS in education, there is a gap in empirical research examining its impact in Indonesian higher education contexts. Employing a quasi-experimental design, the research involved an intervention group utilizing HOTS-focused project-based learning and a control group receiving traditional instruction. Quantitative data from pre- and post-tests demonstrated statistically significant improvements in the intervention group’s critical thinking scores, with an average increase of 12.5 points compared to only 4.8 points in the control group. The effect size of 1.65 indicated a large and meaningful impact of the intervention. Qualitative feedback indicated higher engagement and enjoyment levels among students in the HOTS group. However, challenges such as time constraints and resource limitations were identified, highlighting barriers to effective implementation. The findings may not be fully generalizable to other settings due to the limited sample size and specific context of the study. Further research is needed to examine the effectiveness of other HOTS-focused teaching strategies and to address the challenges related to time constraints and resource limitations. These findings underscore the need for educational institutions to prioritize HOTS development through curriculum design and teacher training, paving the way for future research on long-term impacts and strategies for supporting educators.
The Future of Teacher Training in a Tech-Driven-Driven Education Landscape Ragab, Aya; Ahmed, Ohod Faisal; Sayed, Ahmed Khamis
Jurnal Inovasi dan Teknologi Pendidikan Vol. 3 No. 2 (2024): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v3i2.89

Abstract

The rapid advancement of technology has created a new challenge for teacher training: bridging the digital divide. This qualitative study, conducted at Universitas Sebelas Maret and Universitas Muhammadiyah Surakarta in Indonesia, explores this gap through the lens of pre-service teachers and faculty. Through semi-structured interviews and focus group discussions, the study uncovers the complexities of this transition, revealing a critical need for enhanced digital literacy, expanded access to resources, and robust institutional support. For instance, many pre-service teachers expressed feelings of being overwhelmed by the sheer volume of new technologies and lacked confidence in their ability to effectively integrate them into their future classrooms. The study also revealed a significant gap between the availability of technology and the capacity of pre-service teachers to use it effectively. While many universities provided access to computers and internet, they often lacked the necessary infrastructure and training to support teachers in developing their digital skills. This research highlights the urgent need for a more responsive approach to teacher training in the digital age, one that empowers educators to effectively embrace technology while nurturing a love for learning in their students. By creating a more robust teacher training ecosystem that addresses the unique challenges of a tech-driven education landscape, we can ensure that all students have access to high-quality, engaging, and equitable learning experiences.
Co-Authors Ahmed, Ohod Faisal Kaid, Ahmed Ragab, Aya