Journal of Education Review Provision
Journal of Education Review Provision ISSN 2776-1304 (print) 2776-1312 (online) is an open access and peer reviewed journal includes all education research in all aspect primary education research, primary school curriculum, Education in primary school, University systems, Educational technology, prospective primary school teacher, Teacher education, Biology education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Department of Education, Developmental Education, Language education, Learning community, Life skills Education, E learning.
Articles
57 Documents
<![CDATA[Analysis of Students’ Morphological Awareness ]]>
<![CDATA[Naser, Waad Dawood]]>;
<![CDATA[Gandhi, Nilotpala]]>
<![CDATA[ Journal of Education Review Provision Vol. 2 No. 2 (2022): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v2i2.175
<![CDATA[This research examines the morphological knowledge of the ASE undergraduates learning English as a second language, ESL with reference to simple morphological structure and compound morphological structure. Employing a mixed-methods approach, the research involved a structured test and oral discussions with 70 participants to assess their proficiency in three key areas: total knowledge of words shapes, including both development of individual vocabulary as well as words formation by means of inflections and derivatives. The study affirms that there is evidence of improved understanding of elementary morphemic components; however, there seems to be a growing weakness as the morphological complexity in the forms advances. In particular, the difficulties concern derivational morphology and other advanced features which are very essential for reading and writing levels of language. As for the results of the task, the students demonstrated good performance in the recognition of the simple words as well as morphological tasks such as simple inflections whereas they displayed low performance in tasks that required compounding and derivational affixes and more involved words.]]>
<![CDATA[The Role of Social and Emotional Learning in Student Success ]]>
<![CDATA[De Razeek Zilva]]>
<![CDATA[ Journal of Education Review Provision Vol. 3 No. 1 (2023): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v3i1.152
<![CDATA[The term "social and emotional learning" (SEL) is used to describe the method through which individuals develop the ability to identify and manage not just their own but also the emotions and behaviors of those around them. What we call "social and emotional learning" encompasses the development of competencies like "self-awareness," "self-regulation," "social awareness," and "responsible decision-making" (SEL). These skills will serve you well in both your professional and personal endeavors. The beneficial outcomes that have been related to social and emotional learning include higher test scores, improved attendance, more developed social skills, and fewer disruptive behaviors (SEL). There has been a recent trend in education toward fostering the development of students' social and emotional skills by including SEL (social and emotional learning) in classroom curricula and providing supportive learning environments.]]>
<![CDATA[Improving Students' Reading Ability Using Picture Story Books in Indonesian Courses ]]>
<![CDATA[Iram Maa]]>;
<![CDATA[Yulanti S. Mooduto]]>
<![CDATA[ Journal of Education Review Provision Vol. 3 No. 1 (2023): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v3i1.179
<![CDATA[The goal of this study is to develop students' fluency in reading aloud from illustrated storybooks about Indonesian culture and history in Class II at SDN 01 Duhiadaa in the Pohuwato Regency. The research design is an action study in the classroom, and the sample size is 22 students in Grade 2. This study was conducted in cycles, with each cycle including the phases of planning, carrying out the plan, monitoring the results, and reflecting on the study's findings. According to the results of this study, pupils' proficiency in reading aloud is low across the board in Indonesian courses. Students' low reading aloud skill at the time of initial observation indicates this, with 50% falling into the bad category, 68.18% falling into the fairly good category, and 95.45% rising to the very good category in the second cycle. Students in class II at SDN 1 Duhiadaa, Pohuwato Regency, can benefit from the use of picture story books as a form of learning media to enhance their fluency in reading aloud. After the second cycle of the second meeting, the researcher called it quits because they had met the 80% performance indicator they had set out to achieve.]]>
<![CDATA[Application of Letter Card Media in Improving Students' Reading Ability ]]>
<![CDATA[Fitriyanti Aridin]]>;
<![CDATA[Yulanti S. Mooduto]]>
<![CDATA[ Journal of Education Review Provision Vol. 3 No. 1 (2023): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v3i1.180
<![CDATA[The study's overarching goal was to ascertain whether or not the use of Letter Cards had any effect on the development of beginning readers in Class II at SDN 01 Duhiadaa in the Duhiadaa District of the Pohuwato Regency. This study employed an action research strategy in the classroom, with 16 students from a second-year high school serving as participants. Planning, implementation, observation, and reflection were the four stages of each study cycle. Students' early reading proficiency in Indonesian topics remains inadequate, according to this study. This is evidenced by students' initially poor reading abilities, which reached 25% in the fewer categories at the time of initial observation, then improved to 56.2% in the sufficient category at the end of the first cycle and then increased to 100% in the very good category at the end of the second cycle. Class II pupils at SDN 01 Duhiadaa in the Duhiadaa District of the Pohuwato Regency can benefit from using letter cards as a form of learning media to advance their early reading skills. Meeting III of Cycle II was called to a close since it had achieved the predetermined performance indicators, in this case 80% of the goals set at the beginning of the cycle.]]>
<![CDATA[An Investigation into the Philosophical Differences between Pedagogical and Andragogical Approaches to Education ]]>
<![CDATA[Ignatius Nnaemeka Onwuatuegwu]]>
<![CDATA[ Journal of Education Review Provision Vol. 3 No. 1 (2023): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v3i1.181
<![CDATA[The aim of this research is to investigate the differences between pedagogical and andragogical approaches to education. Pedagogy is commonly used in schools and universities and assumes that learners are passive and require instruction. In contrast, andragogy, which was created by Malcolm Knowles, assumes that learners are self-directed and take an active role in their learning. The study will analyze the beliefs and values underlying these approaches and how they impact the educational experiences of both teachers and students. The ultimate goal is to gain a better understanding of the philosophical basis of these approaches and their potential impact on the future of education.]]>
<![CDATA[Exploring the Impact of Cultural Beliefs and Practices on Women's Education in Northern Nigeria ]]>
<![CDATA[Temitope Yewande]]>;
<![CDATA[Ayokunumi Olawunmi]]>
<![CDATA[ Journal of Education Review Provision Vol. 3 No. 1 (2023): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v3i1.191
<![CDATA[This qualitative research looks at how societal norms and practices in Northern Nigeria have affected women's access to and participation in higher learning. This research delves into the lived experiences and viewpoints of women who have been unable to further their education due to cultural factors through in-depth interviews and focus groups. The research shows that societal norms are a driving force behind gender inequality and the suppression of women's education opportunities. Key factors recognized as contributing to these obstacles include poverty, gender segregation, and traditional gender roles and expectations. The research also notes that patriarchy and the underrepresentation of women in power structures are major factors in discrimination against women. Several policy and practice suggestions are made based on the findings of the study, such as the need to promote gender-sensitive policies and practices, address economic barriers, challenge gender stereotypes and expectations, and encourage women to take on positions of leadership and participate in decision-making.]]>
<![CDATA[Investigating the Effectiveness of Peer Feedback in Developing Critical Thinking Skills in Undergraduate Students ]]>
<![CDATA[Phoolan Chakarvarti]]>
<![CDATA[ Journal of Education Review Provision Vol. 2 No. 3 (2022): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v2i3.192
<![CDATA[The purpose of this research was to determine whether or not undergraduates benefitted from receiving input from their peers when it came to the development of their critical thinking skills. A total of 60 freshmen taking an introductory philosophy course at a major public university in the United States served as the study's sample for a pre-test, post-test control group design. Students in the experimental group had their critical thinking tasks reviewed by their peers, while those in the control group did not. Changes in critical thinking were measured using the California Critical Thinking Skills Test (CCTST). The results of the CCTST showed that the experimental group had significantly higher levels of critical thinking than the control group. This result demonstrates the potential of peer feedback as an instructional strategy for fostering critical thinking in undergraduates. Student access to chances for group study is also highlighted. These results have substantial repercussions for classroom practice. Peer feedback is a useful tool for teachers to help their pupils develop the critical thinking skills necessary for success in school and the workplace. Important social and cognitive skills, such as communication, collaboration, and critical thinking, can be fostered in students through collaborative learning tasks.]]>
<![CDATA[The Relationship between Education Policy and Socioeconomic Inequality ]]>
<![CDATA[Galena Leila]]>;
<![CDATA[Jaylin Novia Kimpo]]>
<![CDATA[ Journal of Education Review Provision Vol. 2 No. 3 (2022): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v2i3.193
<![CDATA[The relationship between education policy and socioeconomic inequality in the Philippines is the topic of discussion in this paper. The purpose of the study is to determine whether or not education policy is to blame for socioeconomic inequality in the country by conducting an investigation into the correlation between education policy and socioeconomic standing. According to the findings, there is an inverse relationship between education policy and socioeconomic status. This finding lends credence to the hypothesis that education policy is one of the factors that contribute to socioeconomic inequality. According to the findings of the study, it is vitally important for decision-makers to take into account the potential impact of education policy on socioeconomic inequality when formulating policies. As a strategy for lowering the socioeconomic disparities that exist within the educational system, the research paper suggests giving priority to policies that ensure all students, regardless of their socioeconomic background, have equal access to quality education. The findings of the study have implications for education policy in other countries, particularly those with similar socioeconomic contexts. Additionally, the findings highlight the necessity for policymakers to carefully consider the design and implementation of policies to ensure that they do not contribute to socioeconomic inequality. Additional research is required to identify strategies that are effective in reducing socioeconomic inequality through education policy in the Philippines and in other countries.]]>
<![CDATA[The Effectiveness of Adaptive Learning Systems in Personalized Education ]]>
<![CDATA[Kaitlynn Mirari]]>
<![CDATA[ Journal of Education Review Provision Vol. 2 No. 3 (2022): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v2i3.194
<![CDATA[The purpose of this in-depth literature analysis is to investigate the effect that individualized learning has on the academic performance of students. Individualized learning is a strategy to education that places the student at the center of the learning process and attempts to customize instruction to suit the specific requirements, abilities, and interests of each individual student. The review compiles and analyzes the findings of 25 separate studies that were conducted and published between the years of 2010 and 2022. These studies investigate the efficacy of individualized learning in a variety of educational settings, age groups, and subject areas. This analysis sheds light on the prospective advantages of individualized learning, as well as the difficulties and restrictions associated with putting this strategy into practice.]]>
<![CDATA[The Impact of Virtual Learning Environments on Student Achievement ]]>
<![CDATA[Raziya Ademola]]>
<![CDATA[ Journal of Education Review Provision Vol. 1 No. 3 (2021): Journal of Education Review Provision ]]>
Publisher : <![CDATA[Pusat Studi Pembangunan dan Pemberdayaan ]]>
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DOI: 10.55885/jerp.v1i3.195
<![CDATA[The purpose of this research was to investigate whether or not there is a correlation between scholastic achievement, level of involvement, and level of satisfaction with Virtual Learning Environments (VLEs) among undergraduate students. The participants (N = 200) filled out self-report questionnaires regarding their scholastic achievement, involvement, level of contentment with virtual learning environments (VLEs), and punctuality. According to the findings, a student's level of contentment with their virtual learning environments was substantially associated with both their scholastic achievement (r =.53, p .001) and their level of involvement (r =.47, p .001). On the other hand, there was only a moderately strong association between punctuality and scholastic achievement (r =.25, p .01). These findings indicate that virtual learning environments (VLEs) can have a beneficial influence on the learning outcomes of students when they are successfully developed and implemented. The findings shed light on how critical it is to effectively create and implement VLEs in order to foster student involvement, inspiration, and scholastic achievement. These findings have significant repercussions for instructors and instructional programmers who work toward the goal of improving the learning outcomes of students by utilizing various forms of technology.]]>
