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Dede Salim Nahdi
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Edukasiana: Jurnal Inovasi Pendidikan
Published by Papanda Publisher
ISSN : -     EISSN : 28096770     DOI : https://doi.org/10.56916/ejip
Core Subject : Education,
Education Mathematics Other
Edukasiana is a scientific journal published by Papanda. The purpose of this journal publication is to disseminate new theories and research results that have been achieved in the field of education. Edukasiana has been published online since 2022. This Journal was published in January, April, July, and October. Edukasiana published by Papanda Publisher mainly focuses on major issues in teaching, Teaching Assessment, learning media, development of subjects of education, and management of education. This Journal received all the topics about the results of studies and research by lecturers, students, teachers, practitioners, and scientists in the field of elementary education. For the research category, articles can be written using quantitative and qualitative approaches and can be made in a variety of research designs, such as action research, experiments, and case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2024)" : 10 Documents clear
An Assessment of Parental Involvement on Public Secondary School Adolescents’ Academic Performance in Sciences, in Lagos State, Nigeria Odeyemi, Bamidele Segun Donald
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.472

Abstract

The study examined the assessment of parental involvement on secondary school adolescents’ academic performance in sciences in senior secondary schools, in Mushin Local Government Area of Lagos State. In this study, some relevant and extensive literature were reviewed under relevant sub-headings. The descriptive research survey was used to assess the respondents’ opinions using the researcher-made questionnaire. The sample for the study was achieved through systematic sampling technique. In this study, 120 (one hundred and twenty) respondents were randomly selected and used as samples to represent the population of the study. A total of three (3) null hypotheses were formulated and tested in this study. Also, the independent t-test statistical tool was used to test and analyze the null hypotheses at 0.05 level of significance. The three hypotheses were tested and accepted to have significant importance on adolescents’ academic performance.
Influence of Spatial Ability Levels on the Performance and Attitude of Physics Students Adebisi, Thomas Ajibade; Feyijimi, Taiwo
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.476

Abstract

The concept of spatial ability has been viewed within the boundary of technology and engineering by many researchers and education experts undermining its relevance to Physics at the secondary schools level. Spatial ability gives a wider ability to the use of higher order thinking skills which are accounted valuable for analysis, synthesis and evaluation needed in solving problems and has the tendency to influence students’ attitude. Therefore,   the study examined the influence of spatial ability levels on the performance and attitude of Physics students in public secondary schools in Osun State, Nigeria. A descriptive survey design was used for the study. The population for the study consisted of all the students in public secondary schools in four Local Government Areas (LGAs) of Ife in Osun State of Nigeria. A representative sample of 270 Physics students was selected using multi-stage sampling technique. Three instruments used for data collection are: Adapted Spatial Ability Test (ASAT), Performance Test in Physics (PTP) and Students’ Attitude Physics Questionnaire (SAPQ). Content validity of the three instruments was ensured by experts’ judgments. The reliability coefficient of 0.75, 0.85 and 0.82 were obtained for ASAT, PTP and SAPQ respectively. The results of the study classified students’ spatial ability to low, average and high levels and  many students had low spatial ability. The results of the study further showed that that there is statistically significant influence of spatial ability levels on the performance of physics students in the study areas.  The finding showed that there is no statistically significant influence of spatial ability levels on attitude of students towards Physics in the study areas. Consequently, it was recommended that there should be ongoing research on spatial ability to provide information for physics teachers and that Physics students should be encouraged to take lesson on various spatial ability activities.
Investigating the Relationship between Pre-service Social Studies Teachers Professional Knowledge and Motivational Orientation in Nigerian Universities Aghahowa, Bernice Nefeye; Egharevba , John; Iyamu, Ede Sunday
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.488

Abstract

This research examines the relationship between the professional knowledge and motivational orientation of prospective Social Studies educators in South-South Nigerian public universities. Employing a survey design, the study encompasses a population of 866 pre-service Social Studies teachers across state and federal universities within the South-South geopolitical zone. A sample of 446 participants was drawn from the population. Data collection involved an achievement test measuring content knowledge and pedagogical content knowledge, alongside a "Social Studies Pre-Service Teachers’ Motivational Orientation Questionnaire" comprising self-efficacy and interest sections. Descriptive statistics including mean and standard deviation addressed the research questions raised in the study, while the hypothesis formulated was analyzed using Pearson Product Moment Correlation (r). Results unveiled a moderate, significantly positive correlation between professional knowledge and motivational orientation among pre-service Social Studies teachers. As an implication, the study underscores the potential predictive utility of professional knowledge in determining motivational orientation. This study makes significant contributions to the existing body of knowledge. One key finding is that pre-service Social Studies teachers in universities located in South-South Nigeria exhibit both high levels of professional knowledge and a strong motivational orientation. Furthermore, the study aligns with prior research by confirming a notable correlation between professional knowledge and motivational orientation.
Effect of Class-Wide Peer Tutoring on Senior Secondary School Students’ Achievement in Chemistry Nwafor, Stephen Chinedu; Ezeanya, Maureen Chinyere; Onuigwe, Blessing Ukamaka
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.490

Abstract

There is an urgent need to improve students’ achievement in Chemistry in Nigeria using innovative teaching methods due to the available empirical evidence. This study therefore examined the effect of CWPT (class-wide peer tutoring) on the academic achievement of chemistry students in Anambra State, Nigeria. Additionally, it looked into the moderating effect of gender on students' chemistry achievement as well as the interplay between gender and instructional tactics. Data was gathered from 78 Senior Secondary two (SS2) Chemistry students using a 30 multiple-choice items Chemistry achievement test created by researchers. The Kendall's Coefficient of Concordance (w) was used to get the reliability index for CAT, which was 0.92. Pre-test and post-test non-equivalent control group quasi-experimental design was the methodology utilized in the study. Mean and standard deviation were used to respond to the study questions, and ANCOVA was used to assess the hypotheses. The findings of the investigation showed that CWPT improves students' achievement in chemistry more than the lecture technique does. Additionally, neither gender nor the interaction between gender and instructional strategies had a statistically significant impact on students' achievement in chemistry. It was concluded that CWPT promotes gender equity in chemistry learning and Improves students’ achievement in Chemistry.
Role of Organizational Culture on Relationship between Knowledge Management and Teacher's Performance for National Security Hussaini, Aminu; Shehu, Mansur; Garba Dagawa, Bello
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.493

Abstract

The safety and security of any nation depend on its organizational culture, knowledge management and teachers' performance. Good organizational culture leads to good performance, likewise, knowledge management helps in improving good organizational culture which in general can lead to safety and security in any State. This paper explores the role of organisational culture in the relationship between knowledge management and teacher's performance for national security. The study has two research objectives and two research hypotheses. The study adopted a quantitative research design. The population was 7986 out of which 370 were selected. The sample was selected using a multi-stage sampling technique. The data was collected via a questionnaire. Survey questionnaires were distributed and analyzed using Smart PLS (4.0) statistical software. The findings revealed a positive relationship between knowledge management and teacher performance. It further highlights the importance of effective knowledge acquisition, sharing, storage, and application processes. Equally, the moderating role of organizational culture indicates that a strong and supportive culture enhances the impact of knowledge management on teachers’ performance. The study recommends among others that; government and educational administrators in Sokoto State should model cultural values and take responsibility for nurturing the desired culture. The Ministry of Education should put in place policies promoting effective teacher management and engagement, which are critical for developing a positive image for any educational organisation and creating a strong organisational culture.
Influence of Social Pressures on the Academic Performance of HUMSS Students at NU-Nazareth Garcia, Ghian Louie; Moral, Marinell; Rocete, Angeline Rose; Ilagan, Marithe; Cabido, John Claude; Escueta, Hannah Gabrielle; Novilla, Ken Joseph; Retone, Lourence
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.496

Abstract

This study aims to investigate the influence of social pressures on the academic performance of Humanities and Social Sciences (HUMSS) students at NU-Nazareth. Students may experience various types of social pressure, including peer pressure, family pressure, and academic pressure, which can impact their academic performance and well-being. Social pressure is the influence exerted on an individual by peers, family, or society to conform to certain behaviors, leading to affect their motivation, focus, and overall success in school. Insufficient literature on social pressures experienced by HUMSS students, their impact on academic performance, and coping mechanisms are the reasons why the researchers conducted this study. The study will be utilizing qualitative research employing a phenomenological approach to identify how external factors affect a student's academic success, explore the different ways in which social pressures impact academic performance, and know the coping mechanism that HUMSS students use to manage social pressure in order to achieve their academic goals. Using thematic analysis, the findings of the study were: 1.) HUMSS Students Experienced Family Pressure as the Most Common Type of Social Pressure Driven by High Standards and Expectations by Parents; 2.) The Influence of Social Pressure to the Academic Performance of HUMSS Students; 3.) HUMSS Students' Strategies for Managing and Coping with Social Pressures. Based on the study's findings, it is crucial for parents to engage in open communication with their children, balancing aspirations with realistic expectations, and encouraging dialogue about academic goals and challenges. Moreover, future research should delve into the potential long-term effects of social pressure on students' academic, physical, and personal well-being beyond their time in educational institutions, employing both qualitative and quantitative approaches for a comprehensive understanding in sociology and psychology.
Consequences of Power Abuse on learning Processes: Assessing the Impact of Power Abuse in Private Universities of Nangarhar, Afghanistan Safi, Abdul Qayoum; Sapi, Abdul Manan; Kayen, Hazrat Shah
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.497

Abstract

Abuse of Power harms the actions and effects of organizations, especially if the abuse occurs in educational institutions, the damage will be greater. In developing countries like Afghanistan, the possibility of abuse of power in private universities is high. This article focuses on the effects of power abuse in private universities in Nangarhar Afghanistan. The purpose of this study is to reveal examples of power abuse in private universities in the Nangarhar province of Afghanistan and to investigate its impact on the educational process. Novelty: In previous studies, only one type of abuse of power was mentioned in private universities in Nangarhar, while this study mentioned two types of abuse of power in private universities in Nangarhar1) abuse of power by lecturers 2) abuse of power by senior management staff. Also, another improvement of this research to the previous research is that the researcher tried to interview the affected students and university staff about the topic and clarify the topic based on these interviews. For this research, the authors use a qualitative approach with case-study methods. This study presents cases of power abuse in private higher education institutions in Nangarhar, Afghanistan. The researcher conducted interviews with students, administrative staff, and lecturers of private universities in eastern Afghanistan. As a result, the study found that there are two types of power abuse in private universities in Nangarhar, abuse of power by lecturers and abuse of power by senior management staff.
Providing Relevant Teacher Education To Teachers of Inclusive Education in Primary Schools in Eswatini Shongwe, Elmon Jabulane
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.506

Abstract

The study aims to investigate the appropriateness of teacher education provided by teacher training institutions to teachers for an inclusive set-up in primary schools, Eswatini. Learners with disabilities in Eswatini are usually found in special schools; however, the government of Eswatini advises parents to send these children to nearby community schools. The study investigated whether the teachers in public primary schools were appropriately trained by the teacher training institutions for inclusive classrooms. A qualitative approach was used in the study, employing the multiple case study design. Semi-structured interviews were used to collect data from Eswatini senior inspector of inclusive education, a parent of an out-of-school child with a disability, two teachers and a school principal from each of the four schools involved in the study. The recommendations would assist teacher training institutions in Eswatini to improve inclusiveness in their courses. The study revealed that teachers were not competent to teach learners with disabilities in an inclusive classroom. Some primary schools did not admit children with disabilities due to their pre-service training.  The study recommended that the pre-service training should be aligned with the situations in schools. Through the study, a model ensuring teachers' competence in inclusive education was produced.
Mathematics Interest and Reading Comprehension as Correlates of Elementary Students’ Mathematics Problem-Solving Skills Nahdi, Dede Salim; Cahyaningsih, Ujiati; Jatisunda, Mohamad Gilar; Rasyid, Abdur
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.510

Abstract

In the rapidly changing global landscape, adaptability to new challenges is essential. Mathematics, recognized as a key contributor to problem-solving skills, holds significant importance in navigating unfamiliar situations. This study delves into the correlation between mathematics interest, reading comprehension, and mathematical problem-solving abilities among elementary school students. Employers and academic institutions increasingly emphasize the application of mathematical knowledge in diverse scenarios, prompting educational reforms prioritizing problem-solving skills.The investigation involved 76 elementary students in Majalengka Regency, Indonesia, exploring mathematics interest, reading comprehension, and problem-solving skills using questionnaires and tests. Findings unveiled a noteworthy positive correlation between reading comprehension and mathematical problem-solving, surpassing the correlation with mathematics interest. Regression analysis reinforced this, highlighting the collective substantial impact of mathematics interest and reading comprehension on students' problem-solving proficiency.This study underscores the crucial role of reading comprehension in interpreting narrative-based mathematical problems. Understanding textual content significantly influences problem-solving strategies. Moreover, affective abilities, particularly mathematics interest, contribute significantly to problem-solving skills. A heightened interest in mathematics enhances motivation, encourages deeper conceptual learning, and fosters creativity in problem-solving.These results underscore the necessity of a holistic approach to mathematics education. Addressing not only cognitive aspects but also affective and reading proficiency facets can substantially enhance students' mathematical problem-solving abilities. Understanding the interrelationship among mathematics interest, reading comprehension, and affective abilities can pave the way for more effective teaching methodologies and improved academic outcomes in mathematics.
Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter? Emeda Tengaa, Peter
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i1.522

Abstract

Students' academic achievement is influenced by a wide range of factors, ranging from individual, family-related, school-related, and societal factors. The current study explores the effect of students’ self-efficacy (SSEF) on math academic achievement among secondary students, with a specific focus on the potential moderating role of teachers' personality traits (TPTS). To achieve the study objective, an epistemological-positivist research paradigm and cross-sectional research design were used to guide the study. Confirmatory factor analysis (CFA) and PROCESS macro were employed for data analysis. The results reveal a significant and positive correlation between SSEF beliefs and their math academic achievement (β = 0.4525, p = 0.0000). Moreover, the results demonstrate that the effect of SSEF on math academic achievement is significantly increasing at the increased level of TPTS (β = 0.0572, p = 0.0089), affirming the crucial role of TPTS in shaping SSEF and math academic endeavours. These findings hold relevant for educators, schools’ administrators, and policymakers. Among others, the study recommends the need to design and implement training programs, workshops, seminars and offer teaching tools that nurture and cultivate SSEF, self-esteem, and TPTS in shaping students' trajectories of math success. This study unravels the intricate interplay between self-efficacy, TPTS, and secondary students' achievements in the realm of mathematics. By so doing, the study contributes to both theoretical knowledge and practical insights, offering a deeper understanding of the complex factors influencing academic success in math among secondary students.

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