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Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 26156881     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Arjuna Subject : -
Articles 449 Documents
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Identification of Informal Reasoning Patterns of Biology Prospective Teachers Based on Socio-scientific Issues
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.979

Abstract

This research was conducted to overcome the lack of integration of socio-scientific issues (SSI) at the Mandalika University of Education, especially the biology education department, and at the same time as a springboard for developing teaching programs. This basic qualitative research aims to identify and explain informal reasoning patterns of biology prospective teachers. In this study, 14 biology prospective teachers as samples were selected purposively, namely students who had taken animal physiology, genetics, and evolution courses. Furthermore, semi-structured interviews using thematic techniques focused on issues of common descent, GMOs, and organ transplants. The findings and conclusions of this study indicate that intuitive and emotive reasoning is the reasoning patterns most used by our respondents in responding to SSI issues. Then, for further research, it is stated briefly in the recommendations section.
The Significance of Hand Tool Skills in the Fourth Industrial Revolution: A Focus on the Construction Concept
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1026

Abstract

The study investigated the significance of hand tool skills in the Fourth Industrial Revolution (4IR) era in teaching the construction concept in a civil Technology subject. The construction concept is one of the most practical concepts in civil Technology that is learnt in the Further Education and Training stream in the South African education curriculum. It deals with issues that cut across bricklaying and plumbing among others. Purposive sampling was used to select six teachers to take part in the study. Classroom observation and semi-structured interviews were used as instruments for data collection. The Technological Pedagogical and Content Knowledge framework was used to support the study. Data were analysed descriptively for classroom observations and through verbatim quotes for interviews with teachers. The study's findings discovered that teachers lack knowledge and understanding of 4IR and that they fail to use instructional practices that prepare learners for the 4IR jobs because of a lack of support from school officials. Teachers also lack the essential technologies to prepare learners that would thrive in the 4IR workplaces; hence their instructional practices are still using hand tools in the construction concept, which is not significant to the current trends. The study recommends that the Department of Education needs to train teachers to be ready to prepare learners for the 4IR jobs within the construction sector.
Integrated Project in Separation Process Class as Innovative Tool to Improve Students’ Online Learning Experience
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1042

Abstract

Implementation of integrated project in chemical engineering courses has shown positive impact on students’ understanding, teamwork, critical thinking, and communication. In this case, an integrated project covering three different courses in chemical engineering, namely Reaction engineering, Process modelling and simulation, and Separation process was formulated on palm-oil based biodiesel production and introduced to students. The response from questionnaire was recorded and analyzed by using Excel software. More than 90% of students agree that the project helps them to understand the course and prepare for test or exam. While more than 70% of students want to see this type of project for other courses. Majority of students think that collaboration and teamwork help them to finish the project and doing integrated project saves their time to do assessment. Beside improving their soft skill like critical thinking, students can also sharpen their technical skills in solving the problems, especially on process flow drawing, operation of simulation tool, calculation technique, and search for suitable information and data. Through this integrated project, students could explore the connection among courses in Chemical Engineering program and implement the taught concepts in solving engineering problem, which can be challenging things to achieve during online learning.
Relevance of Symbol Systems Theory to Instructional Media for the Enhancement of Social Studies Learning Outcome
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1067

Abstract

The application of instructional media resources for Social Studies instructions can offer a clear departure from traditional mode of teaching resources, methods and strategies. Hence this study looked at how the symbol system theory can be used as a basis for the application of instructional media to enhance social studies students’ learning outcome. The research design for the study was quasi experimental. Random sampling technique was applied in selecting 30 Junior Secondary school students from a population of 150 in Covenant school Eku in Delta State of Nigeria. Researchers developed test titled “Instructional Media Performance Test (IMPT)”, was the instrument of data collection. The reliability of the instrument using Cronbach alpha was 0.79, t-test was used to test the two hypotheses of the study. The findings revealed that there was no significant difference in the pre-tests given to the students in both treatment and control groups as calculated value of 4.04 was lesser than table value of 5.09; also there is a positive and significant influence of instructional media (television) on the learning outcome of Junior Secondary Students in social studies as calculated value of 5.68 is higher than table value of 4.09. To this end, the study suggested that social studies teachers should incorporate instructional media (television) where necessary to achieve optimum learning objective, goals and heighten the learning outcome of Junior Secondary School students in social studies.
Factors Influencing Construction Technology Teachers' Ability to Conduct Simulations Effectively
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1079

Abstract

The efficacy of teaching hands-on skills practical activities requires teachers' willingness to implement technology enhanced pedagogy through the creation of relevant subject simulations. Teachers should be competent with workplace basics in order to prepare and demonstrate construction practical lessons that promote undeniably marketable skills that students can use to contribute to this competitive economy. The goal of this research was to look into the factors that influence Construction Technology teachers' effective teaching when conducting simulations. Purposive sampling was used to identify a total of five (5) teachers to participate in this study. Non-participant observation and semi-structured interviews were also used as a complementary data collection tool. The conceptual framework that guided this study workplace basics. According to the findings of this study, most Construction Technology teachers lack basic workplace skills as well as the ability to maintain effective teaching when conducting simulations. This is due to poorly made artifacts and a failure to use all available tools and equipment. Furthermore, the study discovered that teachers do not always plan for their theory lessons, and the challenge is even more difficult for practical lessons. The study suggests that Construction Technology teachers attend practical skill development training for Curriculum Assessment Policy Statement (CAPS) 2 while also visiting industries, universities, and colleges to gain exposure to the trade environment in order to stay current with technological developments. Most importantly, teachers should engage in ongoing professional development and learn the fundamentals of the workplace basics skills.
Organisational Learning and Knowledge Sharing Culture in Township Schools: An Exploration of Effective and Ineffective Practices
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1123

Abstract

Literature underscores that the Fourth Industrial Revolution (4IR) promises to bring with it a host of technical and socially oriented innovations and changes that will pressure educational institutions to incorporate the concept of knowledge management (KM) in their educational, human resource, curricular and co-curricular administrative functions. In light of the many challenges confronting township schools such as the lack of proper infrastructure, the lack of learning and technological equipment and insufficient budget, the primary objective of this qualitative study (involving a sample of 20 participants), was to draw parallels between the effective and ineffective knowledge sharing practices in three township schools in the city of Emalahleni in Mpumalanga Province, South Africa. The study found that of the three schools under study, only one school practiced effective knowledge sharing, while the other two schools were found to be ineffective in their practise of knowledge sharing. Thematic analysis indicated that, in both schools, ineffective knowledge sharing was precipitated by a counter collaborative culture, top down communication and decision making, absence of Ubuntu (i.e., humanity, tolerance and mutual respect) among staff, the principals’ inaccessibility to non-managerial staff, and chronic teacher absenteeism. Based on these findings, the study proposes that best practices from the school that was found to have practiced effective knowledge sharing be emulated throughout the landscape of township schools in South Africa.
Characteristics of Learning Assessment Towards Implementation of Merdeka Learning Curriculum
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1125

Abstract

Assessment is essential to the curriculum to measure and assess competency levels. The implementation of the independent learning curriculum assessment is directed at sustainable assessments. A meaningful learning process requires a good, planned, and irrational assessment system. The research aims to describe the characteristics of the assessment in the implementation of the independent curriculum, including the knowledge of the school community, the process of planning, implementation, processing of assessment results, reporting on learning progress and obstacles along with school and teacher solutions in carrying out assessments in the independent curriculum. This research is qualitative descriptive. The study was conducted in June-December 2022 at SMP Muhammadiyah 02 Batu. The research population was all teachers at SMP Muhammadiyah 02 Batu. The research sample was all SMP Muhammadiyah 02 Batu teachers using a saturated sampling technique. The instruments used are interview guidelines, observations, and documentation. Data analysis was carried out descriptively. The results showed that the teacher understood the independent learning curriculum well. Schools began to apply learning and assessment principles, planning lessons and assessments, understanding learning outcomes, planning learning and assessments, implementing learning and assessments, and processing and reporting assessment results. Teachers generally carry out summative and formative assessments, while minimal diagnostic assessments are carried out. Regardless of the results of the research, future researchers can make efforts to assist teachers in overcoming obstacles to implementing assessments in the independent curriculum.
Lecturers’ Challenges and Strategies in Teaching English Writing Skills in Large Classes
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1138

Abstract

Teaching in a class with a large number of students is a phenomenon experienced by the majority of lecturers in Indonesia. This condition obviously generates disruptions during instruction, so action is required to eliminate them.The purpose of this research is to look at the problems that arise when teaching writing skills in large classes and how to solve them from the perspective of English lecturers in Indonesia. This research is a case study using a qualitative research approach. Data collection was carried out through semi-structured interviews involving four English lecturers at four universities in North Sumatra. After the interview, the data was first transcribed, followed by thematic analysis to identify themes and answer research questions. The results of the analysis show four challenges faced by the participants in their EFL classes. All of these are related to the difficulties of: 1) providing individual assessment and feedback; 2) class and time management; 3) lack of experience and practice; and 4) lack of space, facilities, and resources. To overcome these challenges, the lecturers utilize several approaches, such as 1) using group and peer assessments, 2) using multiple approaches and analyzing student needs, 3) learning outdoors, and 4) using technology-based tools. To address these issues and make teaching large writing classes a promising endeavor, comprehensive planning and strategies must be ensured in advance according to the context and needs of students.
The Development of Prospective Teachers’ Entrepreneurial Competencies Based on Importance Performance Analysis (IPA)
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1 (2023): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1139

Abstract

This study aims to analyze prospective teachers’ map of competency development; the effectiveness of the substance of education in various fields of study that supports the strengthening of prospective teachers’ entrepreneurial competencies and skills (startup businesses) after graduation; and the suitability of students’ entrepreneurial competency development quadrant. Methodologically, this study used survey method. It involved 1.298 third and upper semester students of University of Mataram’s Faculty of Teacher Training and Education (FKIP), who were determined using accidental proportional sampling. The dimensions and the instruments of this research were adapted from the instruments developed by Bikse and Reimera, which include: ability to learn and act independently, set goals and act in a creative way, ability to analyze and plan further action, to take the initiative and responsibility, cooperate and work in a team, assess and classify the information, and find the problem and plan the solution. All data were analyzed using descriptive analysis and Importance Performance Analysis (IPA). The results of the study indicate that efforts to strengthen entrepreneurial competencies, especially in selecting, summarizing, and presenting informations, have been made. However, the skills required to take initiative and direct personal responsibility are still not sufficiently developed. The findings of this study also show that prospective teachers are not completely well-prepared for the challenges in the labor market. Prospective teachers acquired moderate or even low-level theoretical knowledge and practical skills. This is confirmed by the results of Importance Performance Analysis which demonstrate that the entrepreneurial competency development is yet to be optimal. Almost all aspects of entrepreneurial competency development fall within quadrant I.
The Evolution of Agricultural Programs Towards Learning: A Look into Gender Disproportions in TVET Colleges
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 3 (2023): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i3.1175

Abstract

The current training needs in agricultural program learning should contribute to the evolution of training in South African Technical and Vocational Education and Training (TVET) colleges. It is ironic that while other countries have advanced into a new era of educational innovation, the South African TVET colleges lag behind in technological development. The survey research approach allows for data measurements and statistical analysis. The study sought to determine whether the agricultural training in TVET colleges is evolving and progressing to integrate technology into the learning process. The three TVET college campuses with 482 participants were purposefully and conveniently sampled due to their experience in agricultural programmes. The findings were presented using the AVOVA analysis that is based on theory of technology integration. According to the study's findings, TVET colleges have evolved in how they train students in agricultural programmes. The study revealed that agriculture lecturers could use technological tools frequently when training the students. However, the results revealed that lack of learning resources affects the use of technology during agriculture training. The evolution would have been better if there had been an inclusion of phases such as technology integration exploration, experimentation with technology integration, technology integration adoption, and advanced technology integration. The study suggests that the gender factor should be considered as a barrier during the technological integration phases to accommodate all the students.

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