Tamansiswa International Journal in Education and Science (TIJES)
The focus of the Tamansiswa International Journal in Education and Science (TIJES) is on education and science research with some scopes below: - comparative education - critical pedagogy - curriculum development - educational leadership - educational philosophy - educational psychology - educational technology - economics and business sciences - social sciences - math and natural sciences - computer sciences - computer and information sciences - technology and innovation sciences
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<![CDATA[Analysis of Prospective Teacher Ability in Developing Educational Websites using Google Sites ]]>
<![CDATA[Riwanto, Mawan Akhir]]>;
<![CDATA[Budiarti, Wahyu Nuning]]>;
<![CDATA[Dwiyanti, Aris Naeni]]>;
<![CDATA[Mey Prihandani Wulandari]]>;
<![CDATA[Romadhon, Ibni Mas'ud Wafaur]]>;
<![CDATA[Eleonor Francisco]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/tijes.v6i1.16949
<![CDATA[This study examines the competencies of future primary school teachers and prospective guidance and counseling instructors in creating instructional websites with Google Sites. It examines how these prospective educators employ the platform to provide dynamic and interactive resources that facilitate diverse educational objectives. The current research evaluates the capacity to design a website structure, register a Google account, organize the main page of Google Sites, insert images and videos, manage menus, and construct inter-page linkages. The research sample included twenty participants, consisting of ten students from the Elementary School Teacher Education Department and ten students from the Guidance and Counseling Department at Nahdlatul Ulama Al Ghazali University, Cilacap, Indonesia. The findings reveal that prospective teachers exhibited proficiency in creating structured and functional websites with Google Sites, while also integrating diverse multimedia elements, including images and interactive features, to enrich the learning experience for their future students.]]>
<![CDATA[Efficacy of Manipulative Games on Lower Basic Pupils' Academic Achievement in Mathematics in Plateau State, Nigeria ]]>
<![CDATA[Ogunjimi, Mayowa Olurotimi]]>;
<![CDATA[Aremu, Victoria Iyabo]]>;
<![CDATA[Gyang, Raymond Pam]]>;
<![CDATA[Abdulkareem, Taofeek Olarewaju]]>;
<![CDATA[Dung, Stephen]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/tijes.v6i1.17325
<![CDATA[Manipulative games are designed to enhance experiential learning of Mathematics for kids in primary education. The subpar performance of primary school students in Mathematics has been attributed to the use of a teacher-centered educational method. This study investigated the efficacy of manipulative games on the arithmetic performance of lower basic pupils in Plateau State. This study utilized a 2X2X2 pre-test, post-test, control group non-equivalent quasi-experimental design. The study's population focus included all elementary schools with a solitary pupil, encompassing both public and private institutions. A multistage sampling method was utilized to choose a sample of 106 pupils. The experimental groups were administered the treatment package encompassing four mathematical themes. The experimental and control groups underwent pre-test and post-test evaluations using a validated Mathematics Achievement Test (MAT) that has a reliability coefficient of 0.81. The presented hypotheses were evaluated using Analysis of Covariance (ANCOVA) with a significance level of 0.05. The study's results demonstrated a significant effect of manipulative games on the academic performance of lower basic learners in Mathematics in Plateau State. The study concluded that manipulative games affect the mathematics ability of primary school kids, regardless of gender or kind of institution. The study recommended the incorporation of manipulative games into the basic school curriculum to enhance the teaching and learning of Mathematics.]]>
<![CDATA[Errors and productivity on the English past tense among Filipino L2 English learners ]]>
<![CDATA[Reig, Christine Angeline]]>;
<![CDATA[Flores, Dianne A]]>;
<![CDATA[Molinar, Trizia Charlysle M]]>;
<![CDATA[Castro, Maria Corazon Saturnina]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/tijes.v6i1.18003
<![CDATA[The ubiquity of online communication in the 21st century provides a new medium for scholars to observe various linguistic phenomena, including studies on English as a second and foreign language. In this study, morphological errors and productivity among Filipino L2 English learners, who are also active users of Facebook, were explored—particularly with their formation of the past tense of English verbs. To conduct the study, the researchers drew methods from Ellis and Barkhuizen’s (2009) Error Analysis framework and Aronoff and Schvaneveldt’s (1978) framework for testing morphological productivity. Using these frameworks, the main findings show that the -ed suffix remains a salient structure for forming the English past tense. Aside from being the most productive structure, the findings show that most errors in the participants’ formation of the past tense of English verbs involve using the -ed suffix in place of the appropriate structures (such as the zero and replacive structures). This finding may be explained by L2 learners’ overgeneralization of the rule to use the -ed suffix in forming the past tense of regular English verbs. In line with these findings, language teachers and policymakers may develop procedures for intervention and reinforcement to address the overgeneralization of rules to structures where they do not apply. At the same time, the findings provide insights into the implications of the rise of online communication in language learning, including the challenges and opportunities it presents in addressing linguistic deviations.]]>
<![CDATA[The Effectiveness of Implementing Personal Storytelling on Students' Academic Achievement and Learning Motivation ]]>
<![CDATA[Krisna Wijaya]]>;
<![CDATA[Rozanah Katrina Herda]]>;
<![CDATA[Sheika Majid]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/tijes.v6i1.18202
<![CDATA[In language learning contexts, conventional methods frequently fail to engage students meaningfully, making it difficult to improve their academic achievement and learning motivation. Addressing this issue, teachers' personal storytelling in learning various languages has the potential to make the learning environment more approachable and motivational. This study looks into the impact of using the teacher's personal storytelling in learning other languages on students' academic achievement and motivation. A quasi-experimental approach was adopted, with a single experimental group comprising 36 senior high school students from Indonesia. The findings show that personal storytelling greatly enhanced both academic achievement and learning motivation. Students found the strategy engaging, unique, and contextually relevant, which improved their grasp of the topics covered. Furthermore, students noted that the strategy helped them reflect on their personal language learning journeys, inspiring them to better understand English and thereby improving their academic achievement. Overall, this approach made language learning more enjoyable and vivacious. The findings indicate that personal storytelling is an excellent teaching strategy that provides a contextual, engaging, interactive, and unique approach to language acquisition. It is recommended for teachers who want to create an engaging and relevant classroom learning experience.]]>
<![CDATA[Academic Culture Shock in Postgraduate Students Based on Demographical Data ]]>
<![CDATA[Nadiya Kurniati]]>;
<![CDATA[Lulu Fatihatul Uyun]]>;
<![CDATA[Tran Thien Thanh Toan]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/tijes.v6i1.18566
<![CDATA[Culture shock is a phenomenon that manifests in individuals encountering alterations in their surroundings or cultural context compared to their original environment and culture. This occurrence frequently manifests within professional, social, or academic settings. This research endeavors to elucidate the phenomenon of academic culture shock experienced by Aanvulen postgraduate students. This research methodology employs a quantitative survey approach. The participants in this study comprised active postgraduate students with diverse academic backgrounds from various departments, totaling 20 respondents from the West Java province, each having a maximum of two years of lecture attendance. The instrument employed in this study was a culture shock questionnaire comprising 16 statement items designed to identify and assess affective, behavioral, and cognitive dimensions. The analysis of data employed in this study was of a descriptive nature. The findings indicated that 60% of Aanvulen students experienced culture shock within the moderate shock category.]]>
<![CDATA[Analysis of Prospective Teacher Ability in Developing Educational Websites using Google Sites ]]>
<![CDATA[Riwanto, Mawan Akhir]]>;
<![CDATA[Budiarti, Wahyu Nuning]]>;
<![CDATA[Dwiyanti, Aris Naeni]]>;
<![CDATA[Mey Prihandani Wulandari]]>;
<![CDATA[Romadhon, Ibni Mas'ud Wafaur]]>;
<![CDATA[Eleonor Francisco]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.30738/tijes.v6i1.16949
<![CDATA[This study examines the competencies of future primary school teachers and prospective guidance and counseling instructors in creating instructional websites with Google Sites. It examines how these prospective educators employ the platform to provide dynamic and interactive resources that facilitate diverse educational objectives. The current research evaluates the capacity to design a website structure, register a Google account, organize the main page of Google Sites, insert images and videos, manage menus, and construct inter-page linkages. The research sample included twenty participants, consisting of ten students from the Elementary School Teacher Education Department and ten students from the Guidance and Counseling Department at Nahdlatul Ulama Al Ghazali University, Cilacap, Indonesia. The findings reveal that prospective teachers exhibited proficiency in creating structured and functional websites with Google Sites, while also integrating diverse multimedia elements, including images and interactive features, to enrich the learning experience for their future students.]]>
<![CDATA[Investigating Item Invariance in Geography Essay Questions of West African Senior Certificate Examinations for Nigerian Candidates ]]>
<![CDATA[Idris Mohammed Jimoh]]>;
<![CDATA[Rashidat Omotayo Abdulsalam-Nuhu]]>;
<![CDATA[Rasaq Sulyman]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.30738/tijes.v6i1.17215
<![CDATA[The distinctive feature of test items in an instrument is its quality that brings about fairness, consistency, and reliability. The study, therefore, examined item invariance in geography essay questions for Nigerian candidates in West African Senior Certificate Examinations across gender and school location The design was descriptive survey. The population comprised Senior geography students attending senior secondary schools 1, 2 and 3, while the target population included Senior Secondary School students 3 who registered 2020–2021 academic session across Nigeria. Multiphase sampling process involving stratified, proportionate, purposive, and simple random sampling techniques were considered. The sample size was 1,546 examinees. The 2019 2020 West African Senior Certificate Examinations essay questions on the physical and practical geography component, paper 3 were chosen as the research tool. The research questions raised were answered using line graphs. It was concluded that WASSCE 2019/2020 physical geography paper 3 items were invariance based on gender, while they were at variance based on the school location. It was suggested that education stakeholders collaborate in addressing the issues of rural-urban disparities in terms of better access to educational resources.]]>
<![CDATA[Efficacy of Manipulative Games on Lower Basic Pupils' Academic Achievement in Mathematics in Plateau State, Nigeria ]]>
<![CDATA[Ogunjimi, Mayowa Olurotimi]]>;
<![CDATA[Aremu, Victoria Iyabo]]>;
<![CDATA[Gyang, Raymond Pam]]>;
<![CDATA[Abdulkareem, Taofeek Olarewaju]]>;
<![CDATA[Dung, Stephen]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/tijes.v6i1.17325
<![CDATA[Manipulative games are designed to enhance experiential learning of Mathematics for kids in primary education. The subpar performance of primary school students in Mathematics has been attributed to the use of a teacher-centered educational method. This study investigated the efficacy of manipulative games on the arithmetic performance of lower basic pupils in Plateau State. This study utilized a 2X2X2 pre-test, post-test, control group non-equivalent quasi-experimental design. The study's population focus included all elementary schools with a solitary pupil, encompassing both public and private institutions. A multistage sampling method was utilized to choose a sample of 106 pupils. The experimental groups were administered the treatment package encompassing four mathematical themes. The experimental and control groups underwent pre-test and post-test evaluations using a validated Mathematics Achievement Test (MAT) that has a reliability coefficient of 0.81. The presented hypotheses were evaluated using Analysis of Covariance (ANCOVA) with a significance level of 0.05. The study's results demonstrated a significant effect of manipulative games on the academic performance of lower basic learners in Mathematics in Plateau State. The study concluded that manipulative games affect the mathematics ability of primary school kids, regardless of gender or kind of institution. The study recommended the incorporation of manipulative games into the basic school curriculum to enhance the teaching and learning of Mathematics.]]>
<![CDATA[Errors and productivity on the English past tense among Filipino L2 English learners ]]>
<![CDATA[Reig, Christine Angeline]]>;
<![CDATA[Flores, Dianne A]]>;
<![CDATA[Molinar, Trizia Charlysle M]]>;
<![CDATA[Castro, Maria Corazon Saturnina]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/tijes.v6i1.18003
<![CDATA[The ubiquity of online communication in the 21st century provides a new medium for scholars to observe various linguistic phenomena, including studies on English as a second and foreign language. In this study, morphological errors and productivity among Filipino L2 English learners, who are also active users of Facebook, were explored—particularly with their formation of the past tense of English verbs. To conduct the study, the researchers drew methods from Ellis and Barkhuizen’s (2009) Error Analysis framework and Aronoff and Schvaneveldt’s (1978) framework for testing morphological productivity. Using these frameworks, the main findings show that the -ed suffix remains a salient structure for forming the English past tense. Aside from being the most productive structure, the findings show that most errors in the participants’ formation of the past tense of English verbs involve using the -ed suffix in place of the appropriate structures (such as the zero and replacive structures). This finding may be explained by L2 learners’ overgeneralization of the rule to use the -ed suffix in forming the past tense of regular English verbs. In line with these findings, language teachers and policymakers may develop procedures for intervention and reinforcement to address the overgeneralization of rules to structures where they do not apply. At the same time, the findings provide insights into the implications of the rise of online communication in language learning, including the challenges and opportunities it presents in addressing linguistic deviations.]]>
<![CDATA[The Effectiveness of Implementing Personal Storytelling on Students' Academic Achievement and Learning Motivation ]]>
<![CDATA[Krisna Wijaya]]>;
<![CDATA[Rozanah Katrina Herda]]>;
<![CDATA[Sheikha Majid]]>
<![CDATA[ TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024 ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.30738/tijes.v6i1.18202
<![CDATA[In language learning contexts, conventional methods frequently fail to engage students meaningfully, making it difficult to improve their academic achievement and learning motivation. Addressing this issue, teachers' personal storytelling in learning various languages has the potential to make the learning environment more approachable and motivational. This study looks into the impact of using the teacher's personal storytelling in learning other languages on students' academic achievement and motivation. A quasi-experimental approach was adopted, with a single experimental group comprising 36 senior high school students from Indonesia. The findings show that personal storytelling greatly enhanced both academic achievement and learning motivation. Students found the strategy engaging, unique, and contextually relevant, which improved their grasp of the topics covered. Furthermore, students noted that the strategy helped them reflect on their personal language learning journeys, inspiring them to better understand English and thereby improving their academic achievement. Overall, this approach made language learning more enjoyable and vivacious. The findings indicate that personal storytelling is an excellent teaching strategy that provides a contextual, engaging, interactive, and unique approach to language acquisition. It is recommended for teachers who want to create an engaging and relevant classroom learning experience.]]>
