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All Journal Journal of Education and Learning (EduLearn) Indonesian Journal on Learning and Advanced Education (IJOLAE)
Butakor, Paul Kwame
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Humanities Education Library & Information Science Social Sciences Other

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Transcript-Based Lesson Analysis: The Analysis of Classroom Communication in Chemistry Implementing Case-Based and Project-Based Learning Winarti, Atiek; Iriani, Rilia; Butakor, Paul Kwame; Meiliawati, Ruli; Syarpin, Syarpin
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23160

Abstract

Previous research studies found that Case-Based Method (CBM) and Project-Based Learning (PBL) models increase student motivation, critical thinking, and problem-solving. However, so far, the success of implementing these models has mostly been based on learning outcomes. Not many research studies have been carried out to reveal the effectiveness of these models by analyzing the learning process. This research is a qualitative descriptive study that aims to analyze classroom communication on solving problems in Chemistry lessons implementing the CBM and PBL models using Transcript Based Lesson Analysis (TBLA). TBLA is an analysis method based on communication occurring in the classroom. In this research, TBLA analyzes the classroom communication on solving problems in the Wood Chemistry course at the Department of Chemistry Education, Lambung Mangkurat University, Indonesia. A total of 26 students were involved. The classroom communication was recorded by camcorders and the data were transformed into transcripts.  The data was processed using Excel to produce a TBLA graph. The results show that (1) the ratio of lecturer and student communication intensity using the CBM model in the classroom is 1:3, and the PBL model is 1:1. (2) The CBM model provides a good environment for the development of student HOTS through in-depth multi-directional communication patterns in the problem-solving process. (3) PBL builds better collaboration between students compared to the CBM model. This research implies that the quality of classroom communication can be improved by integrating the HOTS questions and independent group work as implemented in the CBM and PBL models.
The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods Butakor, Paul Kwame; Mingah, Oscar
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20995

Abstract

The mere mention of mathematics and its related courses such as quantitative research methods drive down shivers and create anxiety among most students. However, this phenomenon has not will been addressed among preservice teachers. The purpose of this study was to examine the relationship between preservice teachers test anxiety and performance in quantitative research methods in education. And to achieve this purpose, a random sample of 313 preservice teachers from a teacher education University in Ghana were administered the test anxiety inventory (TAI) and the data analysed using both descriptive and inferential statistics. The results revealed a significant inverse relationship between test anxiety and preservice teachers’ performance. Similarly, factors such as the examiner, the exam format, previous failures, examination time, presence of invigilator, and lack of adequate preparations were identified as determinants of test anxiety. In terms of coping strategies, it was revealed that respondents adopted cognitive, and educational strategies to mitigate the effect of test anxiety. 
Co-Authors Atiek Winarti Meiliawati, Ruli Mingah, Oscar Rilia Iriani syarpin, syarpin