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International Journal of Current Educational Research
Published by Indonesia Emerging Literacy Education Foundation
ISSN : 29618517     EISSN : 29618509     DOI : https://doi.org/10.53621/ijocer
Core Subject : Education,
Education
International Journal of Current Educational Research (IJOCER) is an international journal (double-blind peer review) that focuses on Current Educational Research. The journal concerns in current Educational Research accepts articles in the field of Education: instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational psychology, and educational developments. Studies may relate to any age level - from infants to adults. All manuscripts sent to IJOCER will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Board and peer reviewer, articles are published or not. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJOCER.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2023): December" : 6 Documents clear
Profile of Teacher Decision-Making in Designing Mathematical Tasks Based on Teaching Experience Taufiq Taufiq; Mega Teguh Budiarto; Tatag Yuli Eko Siswono; Ahmad Wachidul Kohar
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.221

Abstract

Objective: This research aims to describe the decision-making profile of mathematics teachers in designing mathematical assignments based on teaching experience. Method: The subjects of this study were mathematics teachers in junior high school education units with a bachelor's degree in mathematics education, including one senior teacher (ST) and one novice teacher (NT). The researcher used a task sheet for making a mathematical task design (TSMTD) and an interview guide as instruments for data collection. Results: The results showed that both novice and senior teachers identified problems by mentioning known information, but novice teachers tended to modify textbook assignments as materials for designing questions. In collecting information, beginner and senior teachers compared ideas from previous experiences, but senior teachers considered the context of the questions to be designed. Beginner teachers submitted problems by raising the theme of comparing values and transforming values with different resolution processes, while senior teachers considered several contexts and chose multiple alternative solutions. Both beginner and senior teachers checked all the questions designed and assessed the feasibility of the solutions generated from the task. Novelty: This research contributes to the understanding of the decision-making profile of mathematics teachers in designing assignments based on their teaching experience, highlighting the differences between novice and senior teachers in terms of problem identification, information collection, problem submission, and checking of designed questions.
Science Teaching Materials Based on Field Trips with Local Wisdom to Improve Elementary School Students' Critical Thinking Ajeng Raja Azura; Suryanti Suryanti; Eko Hariyono
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.240

Abstract

Objective: Education is the most essential thing in the life of a human being. Components supporting its implementation are needed to realize the quality of education. Cultivating critical thinking character education is urgently required in the era of globalization. Field trip teaching materials with local wisdom can be an attractive alternative. This study aims to develop science teaching materials based on field trips with local wisdom to improve elementary school students in critical thinking skills. Method: This research method uses research and development, Borg and Gall. Data collection techniques used unstructured interviews, observation, assessment tests, and non-tes. At the same time, data analysis uses quantitative data and descriptive elaboration. Results: The study showed the validity of teaching materials in this research with a percentage gain of 82.00% if converted to a valid category. In comparison, the practicality of implementing lesson plans obtained a percentage of 94.00%, and student activity obtained a percentage of 95.00% with an outstanding category. The effectiveness of science teaching materials showed pretest results with an average of 66.30, while the post-test data was 87.22. Novelty: This research shows a significant increase in the critical thinking skills of elementary school students through learning science teaching materials based on field trips with local wisdom. The update of this research is to implement field trip activities into teaching materials so that learning in cultivating critical thinking is exciting for students.
Are Argumentation Skills Can Describe Understanding Concepts? Fadilah Rohmah Yulianing; Suyono Suyono; Sukarmin Sukarmin; Farrizky Noor Thoriq; Nurul Auliya; Rezi Ulya Fauziah
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.241

Abstract

Objective: Based on the several aspects, one aspect is quite important in the process of learning science, namely communicating. Argumentation is one of communication skills. Are argumentation can describe understanding concepts? Method: This study uses a literature review method from thirteen articles. Results: Argumentation skills can describe understanding concepts. Interpretation of the correlation coefficient shows that argumentation skills strongly correlate with understanding concepts. It is because argumentation skills positively correlate with critical thinking and logic skills. Argumentation skills can improve students' critical thinking level and logical skills in the thinking process. Everyone has good argumentation skills if has good critical thinking and good logic skills. Novelty: Argumentation skills are one of the communication skills that improve understanding of concepts. Argumentation skills are moderators for high-order thinking skills. It can occur because the components of argumentation skills are claim, evidence, and reasoning. Someone can meet all the argumentation skills components with good thinking.
Analysis of Guided Inquiry Learning Devices to Improve Students' Creative Thinking Skills Maria Gradiana Mau; Wasis Wasis; Tjipto Prastowo
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.244

Abstract

Objective: This study aims to produce a science learning tool validity using the guided inquiry model to improve the creative thinking skills of 8th-grade students. This research is descriptive and quantitative. Method: The research method is developed with Four-D (4D) stages. This research will validate the learning tool consisting of a syllabus, lesson plans, student worksheets, teaching materials, and student creative thinking ability test sheets. Moreover, the object of this study is the learning device's validity level. The data analysis technique was qualitative and descriptive based on assessing the three validators. Results: The results of the three validators concluded that the syllabus has an average score of 3.55 with valid criteria, and the lesson plan with an average score of 3.70. with valid criteria. Student worksheets have an average score of 3.49 with good standards, student teaching materials have an average score of 3.49 with very proper measures, and student teaching materials have an average score of 3.67 with valid criteria. The student's creative thinking ability test sheet has an average score of 3.64 with a correct category. Thus, the learning tools developed can be used in the learning process to improve students' creative thinking skills. Novelty: The use of guided inquiry learning tools is an effective tool in the learning process to improve students' creative thinking skills with the hope that this learning experience will be applied in dealing with various problems in everyday life.
Exploring Social Media Use Integration Based on Educational Level Among Emerging Adults Vania Ardelia; Siti Jaro'ah
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.249

Abstract

Objective: Social media has become integral to everyday life, including among emerging adults. Surveys showed that Instagram has become one of emerging adults' most popular social media. Social media could facilitate emerging adult developmental tasks, such as identity exploration. Further, social media uses integration concepts to explore how individuals build emotional connections and involve social media in their daily social routines. Additionally, it is essential to view social media use integration based on educational background. This study explored differences in social media use integration among emerging adults based on education level. Method: A cross-sectional study design was conducted among 305 men and women emerging adults. Participants completed a self-administered questionnaire comprising demographic characteristics and a Social Media Use Integration scale. Data were analyzed using descriptive analysis and one-way ANOVA statistic technique. Results: Descriptive analysis results showed that individuals with a high school education level had the highest social media use integration scores compared to groups from other education levels. Further, education level notably contributed to the score difference in social media use integration among emerging adults. Novelty: This study contributed to exploring further the social media use integration among emerging adults, specifically in the context of educational background.
Implementation of Project Based Learning (PjBL) Model with Differentiation Approach to Improve Critical Thinking Ability Anindya Primadayuning Putri; Fida Rachmadiarti; Sunu Kuntjoro
International Journal of Current Educational Research Vol. 2 No. 2 (2023): December
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v2i2.250

Abstract

Objective: This study aims to determine the improvement of students' critical thinking skills on solar system material in the project-based learning (PjBL) learning model with a differentiated approach. According to PISA, the results of observations in class VII State JHS 13 Madiun and interviews with several science teachers, Indonesian students' science skills are in a low category. Therefore, an appropriate learning model is needed to facilitate students to improve their critical thinking skills. Methode: This research is classified as a type of quantitative research. The subjects in this study were 30 students of class VII A at State JHS 13 Madiun city and science teachers at JHS 13 Madiun city. Results: The analysis showed that this study's increase in pretest and posttest scores was high, with an N-gain value of 0.72. This study also shows that PjBL learning intensely impacts the critical thinking skills of junior high school students in solar system material with a d-effect size value of 0.79. Novelty: The novelty of this research is to collaborate the PjBL learning model with a differentiated approach. In this study, the syntax of PjBL learning collaborates with a differentiation approach that can facilitate all student characteristics. Project creation in this learning is done based on students' learning style characteristics.

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