Eureka: Journal of Educational Research
Eureka: Journal of Educational Research provides a platform for research on the future challenges and developments that education will face. Eureka: Journal of Educational Research is an international, peer-reviewed open access journal that publishes original work in all areas of education, serving the community as a broad-scope journal for academic trends and future developments in the field. The journal publishes a broad range of article types and formats, and there are no limitations in theoretical, empirical or methodological content. Eureka: Journal of Educational Research particularly welcomes research with the potential for global impact, especially about perspective, and work on achieving the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Eureka: Journal of Educational Research covers a broad range of areas related to education in schools, universities, vocational institutions, early childhood settings and the community. It will be concerned with formal and informal education in multiple contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Eureka: Journal of Educational Research will be eclectic, which will support a full range of research methods that address critical and significant issues. Specific topics include (but are not limited to): science education, digital education, STEM education, engineering education, alternative education, art education, bilingual education, cooperative learning, critical pedagogy, distance education, educational leadership, educational philosophy, educational psychology, civic education, educational technology, primary education, secondary education, higher education, language education, mathematics education, teaching and learning in medical education, special education, childhood education, physical education
Articles
48 Documents
<![CDATA[Upaya meningkatkan hasil belajar pendidikan kewarganegaraan siswa dengan model picture and picture ]]>
<![CDATA[Sadli Sadli]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v1i1.1
<![CDATA[Rendahnya hasil belajar siswa Sekolah Dasar Islam Terpadu (SDIT) As-Salafiyah pada mata pelajaran Pendidikan Kewarganegaraan (PKn) dan keterbatasan guru dalam merancang model pembelajaran yang efektif untuk meningkatkan hasil belajar siswa melatarbelakangi dilakukannya penelitian ini. Salah satu upaya yang dapat dilakukan yaitu dengan menerapkan model picture and picture dalam pembelajaran PKn pada materi hak dan kewajiban. Penelitian ini bertujuan untuk mengetahui implementasi model picture and picture meningkatkan hasil belajar PKn. Penelitian ini menerapkan metode Penelitian Tindakan Kelas (PTK) pada siswa kelas III SDIT As-Salafiyah sebanyak 21 orang. Teknik pengambilan data pada penelitian ini menggunakan lembar observasi dan tes. Berdasarkan hasil penelitian, analisis data observasi pada siklus I menunjukan sebesar 70% atau termasuk dalam kriteria tinggi, dan pada siklus II sebesar 80% yang termasuk dalam kriteria sangat tinggi, sehingga dinyatakan bahwa aktivitas siswa pada pembelajara picture and picture mengalami peningkatan kualitas. Sedangkan berdasarkan hasil analisis data tes menunjukan bahwa 57,14% pada siklus I dan 85,71% pada siklus II, sehingga model picture and picture dapat meningkatkan hasil belajar siswa pada mata pelajaran PKn. Jadi, disimpulkan bahwa pembelajaran picture and picture meningkatkan hasil belajar PKn siswa. Dengan demikian, model picture and picture dapat diimplementasikan untuk transfer pengetahuan pada materi hak dan kewajiban.]]>
<![CDATA[Lintas budaya dalam pembelajaran BIPA mahasiswa Yaman di masa pandemi Covid-19 ]]>
<![CDATA[Goziyah Goziyah]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
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DOI: 10.56773/ejer.v1i1.2
<![CDATA[Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA) di masa pandemi Covid-19 tetap berjalan walaupun berbeda. BIPA tidak terlepas dari konteks budaya. Pada penelitian ini hal yang menarik adalah ketika budaya suatu negara dalam belajar BIPA dilihat melalui pembelajaran daring dengan menggunakan zoom. Tujuan penelitian ini adalah mendeskripsikan budaya mahasiswa Yaman pada saat pembelajaran BIPA di masa pandemi. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan metode studi kasus melalui wawancara dan pengamatan yang mendalam kepada dua mahasiswa asing yang memiliki hubungan keluarga dari Yaman selama belajar BIPA di Lembaga Bahasa-Universitas Muhammadiyah Tangerang (LB-UMT) melalui daring dengan menggunakan aplikasi zoom. Media zoom yang digunakan dalam pembelajaran selama pandemi ini dengan tidak melakukan tatap muka secara langsung ternyata tidak mengubah budaya mahasiswa Yaman ketika berhadapan dengan guru yang berbeda jenis kelaminnya. Hasil penelitian menunjukkan bahwa perbedaan budaya di mana mahasiswa Yaman tidak berkenan untuk menyalakan video menampilkan wajah mereka ketika belajar. Beberapa media pembelajaran juga seperti lagu kurang diterima oleh mahasiswa karena bertentangan dengan budaya asal negara. Hasil ini menunjukkan bahwa media pembelajaran yang umumnya berhasil menarik pemelajar BIPA ternyata tidak berlaku pada mahasiswa Yaman. Hal ini menjadi referensi untuk pembelajaran BIPA bagi mahasiswa Yaman khususnya, agar dapat memahami lintas budaya yang mungkin terjadi saat pembelajaran BIPA.]]>
<![CDATA[Dealing with english writing skills: Through the eyes of vocational students ]]>
<![CDATA[Sari Putri Elrida Siregar]]>;
<![CDATA[Fiska Sari]]>;
<![CDATA[Sudjoko Sudjoko]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
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DOI: 10.56773/ejer.v1i1.3
<![CDATA[Students in vocational programs must have English writing abilities, following industry standards. Despite this, writing is a challenging skill. This article examines the voice of vocational students in connection to their English writing proficiency. Sixty-one students from a private vocational school are involved in the research. This study was designed as descriptive research. Data on students' voices are collected using a questionnaire and a semi-structured interview. Additionally, they are evaluated utilizing triangulation techniques. According to the research, the majority of students continue to struggle with communicating their thoughts in writing. In addition, they struggle to organize their sentences into paragraphs. Moreover, their knowledge of grammar and vocabulary is weak, as is their understanding of writing mechanisms. These conditions decrease their motivation to participate in the writing process actively. It is vital because vocational students should be the source of industrial employment. Therefore, the English teacher is strongly urged to develop a lesson plan that considers the students' requirements, profiles, and prior writing skills, using need analysis and diagnostic evaluation. In addition, it is strongly recommended that students engage in collaborative writing through any medium, including technology, to assist them. In addition, it is crucial to frequently assess the material in light of the industry's requirements for writing abilities competencies. The concept of differentiated teaching can also be employed to assist students' distinct development of writing skills.]]>
<![CDATA[Technology devices: Can it enhance pre-service teachers' teaching? ]]>
<![CDATA[Frimadhona Syafri]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
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DOI: 10.56773/ejer.v1i1.4
<![CDATA[The COVID-19 pandemic has resulted in schools being closed around the world. Globally, most children are outside the classroom. As a result, education has changed dramatically, with the advent of typical e-learning, where teaching is done remotely and on digital platforms. These conditions are very demanding on information skills, media, and technology as a solution to these problems. All school activities had been shifted to an online delivery mode, which causes the implementation of teaching practices to be carried out online. This transfer forces pre-service teachers to have different teaching practice experiences. Technological devices are the facilities they use to support online learning. This study aims to describe the implementation and perceptions of pre-service teachers on their teaching practice experiences during the pandemic. Class observations are made on the implementation of English pre-service teachers’ teaching by implementing technological devices in three public junior high schools in Semarang. To evaluate how the teaching and learning process in applying technological devices, the Technological Integrated Matrix (TIM) by Florida Center for Instructional Technology is used as a framework for analyzing the data. TIM provides a framework for describing and targeting the use of technology to enhance learning. Questionnaires and interviews are also administered to obtain information about the pre-service teachers' perceptions of online learning during the pandemic era. Therefore, despite the limitations of its implementation, teaching practice programs tend to form a positive mindset and teaching attitude for pre-service teachers.]]>
<![CDATA[Keterlibatan berpikir siswa: Status “ada” dalam pembelajaran ]]>
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Eka Rachma Kurniasi]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
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DOI: 10.56773/ejer.v1i1.5
<![CDATA[Kurikulum pendidikan telah beberapa kali mengalami perubahan karena tuntutan perkembangan ilmu pengetahuan dan kebutuhan masa depan. Di setiap perubahan, siswa tetap dituntut untuk terus-menerus menggenerasi pengetahuan. Dalam pembelajaran, perkembangan ilmu pengetahuan dan teknologi telah meningkatkan peran siswa dan sekaligus mengurangi peran guru. Tulisan ini merangkum bagaimana proses belajar yang sampai dengan menggenerasi pengetahuan baru dan tetap menyesuaikan pada konteks perubahan. Belajar lebih baik jika melibatkan aspek kognitif dan metakognitif, serta mengoptimalisasi fungsi pikiran sadar dan bawah sadar. Berpikir, memfungsikan scaffolding, dan menerapkan pembelajaran yang mempersempit zone of proximal development (ZPD) adalah proses dalam rangka mendekatkan diri sampai sedekat mungkin dengan pengetahuan baru. Upaya itu disebut dengan keterlibatan. Berpikir termasuk bentuk keterlibatan dan status keberadaan, seperti: clarification, assessment, inference, dan strategies, untuk tujuan membentuk organisasi tubuh informasi melalui pemaknaan data dan kemudian memprosesnya ke dalam belief system sehingga menjadi pengetahuan.]]>
<![CDATA[Instructional design for effective classroom Pedagogy of teaching ]]>
<![CDATA[Leovigildo Lito D. Mallillin]]>;
<![CDATA[Jocelyn B. Mallillin]]>;
<![CDATA[Yolanda D. Ampongan]]>;
<![CDATA[Imelda C. Lipayon]]>;
<![CDATA[Mercy M. Mejica]]>;
<![CDATA[Jocelyn Z. Burabo]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v1i2.6
<![CDATA[The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve instruction that will lead students for better learning outcome, show to involve critical thinking, formation, analyzing inferences, and knowledge of the lesson, show to provide a phase of instructional design to effective teaching in applying, inferring, analyzing pedagogy and various learning experiences, show to advance technology of teaching to equip students with better learning, and show to rely on interactive instruction sharing and heavy discussion, role playing, peer learning, cooperative learning, simulation, and discussion. Findings show that there is a significant correlation on the contribution of instructional design for effective classroom pedagogy of teaching as observed among the respondents.]]>
<![CDATA[Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District ]]>
<![CDATA[Mwangala Nyambe]]>;
<![CDATA[Kenneth Kapalu Muzata]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri ]]>
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DOI: 10.56773/ejer.v1i2.7
<![CDATA[This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.]]>
<![CDATA[Integrity of university online assessment: Towards developing a function model ]]>
<![CDATA[Stella Muchemwa]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri ]]>
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DOI: 10.56773/ejer.v1i2.8
<![CDATA[This world is changing and the old education operation system is no longer compatible with these vicissitudes. Online assessment, that has been enforced by the COVID 19 pandemic and has become a norm in many universities world-wide, is failing to embrace all leaners, thus the need to address it. This content analysis study examined the integrity of online university assessments based on 2020 and 2021 online studies purposively selected from the internet. The researcher used Motivation Theory, Technology Acceptance Model and Self-efficacy Theory whose concepts are key in the changes that this study calls for. Findings revealed two basic operational types of online university assessments: the digitally proctored examinations and the open-access assessment. While affluent nations have smoother transitions and more benefits, developing nations are challenged by students online cheating and resource unavailability. The study concluded that some universities are hesitant to adopt online assessment systems due to lack of awareness, resistant to change and fear of losing examination integrity. The study therefore recommends universities to hold online assessment workshops to equip both the lecturers and the learners. Detecting cheating software can be used to detect students cheating and expenses can be averted by using free online examination software. They can also use Chromebooks for student assessment which can be setup to disable access to browse the web and the external storage during an examination. Above all, a reliable, authentic and cost-effective online assessment model with minimal disruptions, which ensures that no student is left behind, is a necessity.]]>
<![CDATA[Effectiveness of teaching student teachers using E-Learning during COVID-19: A glance at inclusive education from the Zambian perspective ]]>
<![CDATA[Brighton Kumatongo]]>;
<![CDATA[Patricia Mwansa]]>;
<![CDATA[Gibson Mweemba]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri ]]>
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DOI: 10.56773/ejer.v1i2.9
<![CDATA[The use of technology as an alternative to traditional teaching during pandemics such as COVID-19 is attracting attention globally. This study sought to explore the effectiveness of teaching student teachers using E-Learning during COVID-19. Hearing students were learning together with students with hearing impairments in an inclusive environment before the closure of an institution. A mixed approach involving concurrent design was used and 193 student teachers who were purposively sampled from Kitwe College of Education in Zambia participated in the study, of which 4 of the participants were hearing impaired. The findings were that 53.9% of the participants had access to e-learning services, whereas 48.1 % had no. The study also revealed that 86% of the participants disagreed to having benefited from e-learning and cited lack of technological devices, poor network and expenses to purchase internet bundles as some of the barriers to e-learning. The study concluded that despite 53.9% of the participants having access to e-learning, 86% of the participants did not benefit from the use e-learning, due to lack of access to internet and expenses to purchase internet bundles, and that students with hearing impairments were disadvantaged due to lack of text and sign language interpretation during e-learning lectures. The study recommended the need to provide free internet bundles to students if e-learning is to be effective, educators record lessons and enable students to access, as well as need to consider students with hearing impairments during inclusive e-learning by providing sign language interpretation and texts.]]>
<![CDATA[The provision of pre-primary education in Mjini Magharibi Region-Zanzibar: Educational stakeholders’ perceptions ]]>
<![CDATA[Ali Chai Ali]]>;
<![CDATA[Ignasia Renatus Mligo]]>;
<![CDATA[Florentina Shaghembe Nsolezi]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri ]]>
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DOI: 10.56773/ejer.v1i2.12
<![CDATA[This paper explored educational stakeholder’s perceptions on the provision of Pre-Primary Education (PPE) in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 20 participants participated in the study where by 6 were pre-primary school teachers, 3 were pre-primary school head teachers, 5 were Quality Assurance Officer (QAO) from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion and semi structured interviews. The results of the study revealed varied educational stakeholders’ perceptions on PPE which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concluded that the government, user institutions and people concerned in PPE should ensure that quality standards in terms of teachers, school environments, school administration, parent’s involvement, materials as well as the infrastructures and all the resources needed are improved and maintained for better teaching and learning in PPE. Also, the interactions between home (parents) and school (teachers) in PPE schools is unavoidable for better provision of PPE.]]>
