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Basic and Applied Education Research Journal (BAERJ)
Published by Future Science
ISSN : -     EISSN : 2747142X     DOI : http://dx.doi.org/10.11594/baerj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The goal of Basic and Applied Educational Research Journal (BAERJ) is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research. Subject areas include, but are not limite to the following fields: Behavior modification, Curriculum, Teaching and Learning, Textbook and Media for Education, Educational Evaluation, Collaborative learning, Comparative education, Compulsory education, Developmental Education, Educational technology, Educational philosophies, Educational psychology, Free education, Glossary of education-related terms, Humanistic education, Language education, Learning community, Life skills, Lifelong education, Medical education, Online learning community, Remedial education.
Arjuna Subject : Umum - Umum
Articles 3 Documents
 1 
Search results for , issue "Vol 5 No 2 (2024): Basic and Applied Education Research Journal" : 3 Documents clear
Development of E-Modul Assisted with Software Unity on Trade Receivables Materials for Class XI AKL at SMKN 1 Jember Damayanti, Devi; Sedyati, Retna Ngesti; Herlindawati, Dwi
Basic and Applied Education Research Journal Vol 5 No 2 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.05.02.03

Abstract

Digital technology is experiencing very rapid development in all aspects of life, including the educational aspect. This means that teachers must be able to keep up with technological advances. One thing teachers can do is develop and adapt learning materials, for example by developing teaching materials that are integrated with digital technology. However, in reality teachers often experience obstacles in developing teaching materials. One of them, like the phenomenon at SMKN 1 Jember, is that teachers have limi-tations in developing technology-integrated teaching materials. XI AKL 1 students still use text-based textbooks which are still too monotonous and the textbook material is no longer relevant to the learning objectives. So other alternative teaching materials are needed to support learning. The aim of this research is to produce a product in the form of a financial ac-counting e-module assisted by Unity software on accounts receivable ma-terial that is appropriate in terms of content/material, presentation and graphics for class XI AKL at SMKN 1 Jember. This development research uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research trial subjects consisted of expert validators and the trial targets, namely class XI AKL 1 students. The data collection technique used a questionnaire which was then analyzed using a Likert scale. The results of the analysis from validating the feasibil-ity of the e-module showed that the feasibility of the content/material was 96. 6 % and the validation of the feasibility of presentation and graphics was 86%. Then the analysis results from the student response test ob-tained a score of 95%. From these results, the e-module is very suitable for use as an alternative teaching material in financial accounting learning ac-tivities. The conclusion from this development research is that the e-module product developed is very suitable for use in learning, the e-module makes it easier for students to understand the material, increases stu-dents' enthusiasm in reading learning material, and raises students' enthu-siasm for learning.
Inclusive Instructional Design for Neurodiverse Learners Azuka, Chukwuma Victoria; Wei, Calvin Ronchen; Ikechukwu, Unegbu Lasbrey; Nwachukwu, Emmanuel Lucas
Basic and Applied Education Research Journal Vol 5 No 2 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baer.05.02.01

Abstract

The variations in the cognitive processes through which neuro-diverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning envi-ronments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodi-vergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individ-uals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a sup-portive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygot-sky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the poten-tial of neurodiverse learners and create a more inclusive learning environment.
Affective Determinants of Mathematics Learning: A Literature Review Travero, Arnel S.; Japos, Genaro V.
Basic and Applied Education Research Journal Vol 5 No 2 (2024): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.05.02.02

Abstract

This study examined scientific articles as the basis for a literature review on affective determinants of mathematics learning. These af-fective determinants are the affective factors that are shown to affect mathematics learning, performance and achievements. The study used qualitative method using literature review that applies the con-tent of scientific articles from reputable databases such as ERIC, Web of Science, and PsycINFO. The findings indicate that students’ attitude towards mathematics, goal setting, motivation, self-concept, self-efficacy, self-regulated learning, and study habits significantly impact their mathematical performance and achievement, thereby influenc-ing their mathematics learning. However, the complex and bidirec-tional relationship between these factors and their influence on vari-ous factors, such as parental influences and teaching methods, remain unexplored. The study highlights the need for future research to in-vestigate these research gaps, providing a more comprehensive un-derstanding of the interplay between affective determinants and their impact on mathematics learning in diverse educational settings. Through addressing these gaps, researchers and educators can devel-op targeted interventions and strategies to enhance students’ math-ematical performance, achievement and overall learning experience.

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