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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Psikiatri Surabaya (Surabaya Psychiatry Journal) Aphorisme: Journal of Arabic Language, Literature, and Education Jurnal Pendidikan Ilmu Sosial
Ibrahim, Azhar Ali Hussein
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The Effectiveness of a Training Program Based on Self-regulated Learning Strategies for Mathematics Department Students and Its Impact on Providing Them with the Skill of Diversifying Stimuli and Mathematical Excellence for Their Students Ibrahim, Azhar Ali Hussein
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 14, No 3 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v14i3.11158

Abstract

This study investigates the efficacy of a self-regulated learning-based training program on mathematics education students' stimulus diversification skills and their pupils' mathematical excellence. The research addresses the critical need for enhancing teacher preparation in mathematics education to improve student outcomes. Using a partial control experimental design, the study involved 46 fourth-year mathematics education students from the University of Zakho and 247 seventh-grade pupils from six basic schools. The training program, implemented over 22 sessions, was based on self-regulated learning strategies. Data were collected through an observation form for stimulus diversification skills and a mathematical excellence test. Results revealed significant improvements in the experimental group's stimulus diversification skills (t = 9.958, p < 0.05, η² = 0.68) and their pupils' mathematical excellence (z = 12.897, p < 0.05, η² = 0.53). These findings demonstrate the program's substantial impact on teacher competence and student achievement. The study concludes that integrating self-regulated learning strategies into mathematics teacher preparation can significantly enhance instructional quality and student performance in mathematics.
THE EFFECT OF COGNITIVE APPRENTICESHIP STRATEGY ON DEVELOPING HISTORICAL THINKING SKILLS AMONG EIGHTH GRADE BASIC FEMALE STUDENTS Ahmed, Qazi Mosa; Ibrahim, Azhar Ali Hussein; Yousif, Falah Faqa
Jurnal Pendidikan Ilmu Sosial Vol. 35 No. 1 (2025): JURNAL PENDIDIKAN ILMU SOSIAL
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jpis.v35i1.10322

Abstract

This study investigated the effect of cognitive apprenticeship strategy on developing historical thinking skills among eighth-grade students using an experimental design with two equivalent groups. The sample consisted of eighth-grade female students from basic education schools in Zakho during the academic year 2024-2025, randomly assigned to experimental and control groups. The experimental group received instruction based on cognitive apprenticeship strategy while the control group used traditional teaching methods. A historical thinking skills test was developed and validated, encompassing five main skills: chronological and spatial sequencing, historical understanding, thinking about historical evidence, understanding change and continuity, and analyzing historical issues and decision-making. Results revealed statistically significant differences between groups favoring the experimental group, with further analysis showing significant improvement in all historical thinking skills from pre to post-test. Effect size calculations demonstrated that cognitive apprenticeship had a substantial impact on developing students' historical thinking skills. The study recommends incorporating historical thinking skills in social studies curricula and encouraging teachers to implement cognitive apprenticeship strategies.
Teaching Mathematics Using a Strategy Compatible with the Brain Hemispheres Approach and Its Effect on Developing Information Processing Skills Among Eighth Grade Basic Students Ibrahim, Azhar Ali Hussein
Jurnal Psikiatri Surabaya Vol. 14 No. 2 (2025): November
Publisher : Faculty of Medicine, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/jps.v14i2.72559

Abstract

Introduction: This study investigated the effect of a brain hemispheres-compatible teaching strategy on developing information processing skills among eighth-grade mathematics students. The approach aims to engage both left-hemisphere functions (logical reasoning, sequential processing) and right-hemisphere functions (spatial reasoning, holistic thinking) to enhance mathematical learning during the critical developmental period of early adolescence. Methods: The research employed a quasi-experimental design with two equivalent groups at Avro School (2022-2023): an experimental group (30 students) taught using the brain hemispheres strategy and a control group (29 students) taught using traditional instruction. Assessment utilized a validated 25-item test measuring four information processing skills: summarization, application, pattern recognition, and interpretation. The experimental intervention followed six phases: preparation, engagement, learning design, acquisition, memory formation, and functional integration. Results: Statistical analysis revealed significant differences favoring the experimental group (t=5.988, p<0.05) with a very large effect size (η²=0.38). The experimental group showed significant improvement across all four information processing skills with effect sizes ranging from 1.19 to 2.19. Conclusion: The brain hemispheres-compatible teaching strategy proved highly effective in developing students’ mathematical information processing skills by creating organized mental frameworks that facilitate knowledge integration and cognitive development.
Fa’āliyyah Istīrātījiyyah al-Musājalah al-Ĥalqiyyah fī Iktisāb al-Mafāhīm al-Tārikhiyyah Ladai Țullab al-Șaf al-Sābi’ al-Asāsī: فاعلية استراتيجية المساجلة الحلقية في اكتساب المفاهيم التاريخية لدى طلبة الصف السابع الأساسي Fattah, Nida Qahtan; Ibrahim, Azhar Ali Hussein; Omer, Othman Abdulkarim
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 1 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i1.7809

Abstract

This study aimed to investigate the effectiveness of the Circle Discussion strategy in acquiring historical concepts among seventh-grade basic students. The researchers adopted an experimental approach with a two-group design (experimental and control groups). The study sample consisted of 57 seventh-grade female students from Soz Elementary School, distributed into two groups: the experimental group (32 students) who studied using the Circle Discussion strategy, and the control group (25 students) who studied using the conventional method. A historical concepts acquisition test consisting of 36 items was developed, distributed across three levels (definition, discrimination, and application). The results showed a statistically significant difference at the 0.05 level between the mean scores of the two groups in favor of the experimental group, where the experimental group's mean was (28.06) compared to (24.12) for the control group. The effect size calculation using eta squared showed a value of (0.206), indicating a very large effect of the strategy. The study concluded that the Circle Discussion strategy is effective in improving the acquisition of historical concepts among students.
Tadrīs al-Mauđū’āt al-Tārīkhiyyah bi Istirātījiyyah al-Tilmizah al-Ma’rifiyyah wa Aṡaruhā ‘alā Taḥṣīl Țālibāti al-Șaffi al-Śāmin al-Asāsi: تدريس الموضوعات التاريخية باستراتيجية التلمذة المعرفية وأثرها على تحصيل طالبات الصف الثامن الأساسي Ahmed, Qazi Mosa; Ibrahim, Azhar Ali Hussein; Yousif, Falah Faqa
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 6 No. 1 (2025): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v6i1.7830

Abstract

This study aimed to investigate the effect of teaching historical topics using cognitive apprenticeship strategy on the academic achievement of eighth grade basic female students. The researchers adopted an experimental methodology with a post-test equivalent groups design. The research sample consisted of (60) female students from Dimen Girls' School affiliated with Zakho Education Directorate, randomly distributed into two groups: experimental group (30) students who studied historical topics using cognitive apprenticeship strategy, and control group (30) students who studied the same topics using conventional method. An achievement test in historical topics consisting of (20) multiple-choice items was prepared, and its validity and reliability were verified. The teaching of historical topics using the specified strategy was implemented during the first semester of the academic year (2024-2025) for nine weeks. The results showed that teaching historical topics using cognitive apprenticeship strategy achieved a statistically significant difference at the level (0.05) in favor of the experimental group in achievement, where the calculated t-value reached (3.166) and the effect size (0.147), indicating a large effect of teaching historical topics using this strategy. The researchers recommend adopting cognitive apprenticeship strategy in teaching historical topics and training history teachers on its implementation.
Co-Authors Ahmed, Qazi Mosa Fattah, Nida Qahtan Omer, Othman Abdulkarim Yousif, Falah Faqa