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Electronic Journal of Education, Social Economics and Technology
Published by SAINTIS Publishing
ISSN : -     EISSN : 27236250     DOI : https://doi.org/10.33122/ejeset
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Art, Social, Engineering,
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other
Electronic Journal of Education, Social Economics and Technology (eJESET) with ISSN 2723-6250 (online) is a open-access, peer-reviewed multidisciplinary international journal. The journal aims to provide an international platform for researchers, professionals and scientists for solve of problems with multidisciplinary approaches on all topics related to educational, social science, economics and technology to exchange, sharing and disseminate theoretical of current research results as widely as possible. Electronic Journal of Education, Social Economics and Technology (eJESET) publishes the latest research results in multidisciplinary approaches on all topics related to educational, social science, economics and technology. First published in 2020. The Journal is published biannually and is available in open access electronic version.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 2 (2022)" : 6 Documents clear
Influence of marital expectations on marital dissatisfaction among adult and Non-formal education learners in Sokoto Metropolis, Sokoto State, Nigeria Yusuf, Murtala Akanbi; Alkali, Muhammad
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.449 KB) | DOI: 10.33122/ejeset.v3i2.95

Abstract

The study examined the influence of marital expectations on marital dissatisfaction among Non-formal education learners who are divorces in Women Continuing Education Centre Sokoto, Sokoto state, Nigeria. The population of this study was all 579 divorcees in Women Continuing Education Centre, Sokoto and a sample size of 354 divorcees consented to participate in the study. The researchers used Marital Dissatisfaction Scale (MDS), Factors for Marital Dissatisfaction Questionnaire (FMDQ) and Shukla Comprehensive Marital Expectation Scale (SCMES). The research questions were answered with use of frequency and percentages and the hypothesis was tested using t-test of independent sample. The findings revealed majority of the couples that were studied were highly dissatisfied with their marital lives hence sought for divorce. And marital dissatisfaction happens when marital expectations do not forthcoming as couples with high marital expectations were significantly dissatisfied with their marital lives than couples with low marital expectations. The study recommended that Non-formal Education premarital counselling should be organized for prospective couples to have less marital expectations and be positive about marriage this programme will reduce tension when marital expectations are not forthcoming as taught.
Digital transformation through information technology: the dynamics of the role of teachers in implementing online-based learning Tafonao, Talizaro; Ditakristi, Agiana Her Visnhu
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (482.995 KB) | DOI: 10.33122/ejeset.v3i2.74

Abstract

The application of technology-based education really requires innovation from teachers.  The aim of writing this article is to describe the efforts of teachers in dealing with the dynamics in the digital-based learning process. This article describes the various challenges faced by teachers in maximizing learning in accordance with the demands of the government in mastering technology in learning.  But in reality, there are still teachers who have not mastered online platforms. The method used in this study is descriptive qualitative. The results obtained in this study are that teachers are required to have technological knowledge, have the ability (skills) to apply technology, transform with the digital world, and have high creativity in utilizing various existing tools. All the dynamics experienced by teachers so far can be resolved by attending various trainings and workshops to support the ability to teach.
Information and Communication Technology (ICT) for Children with Special needs CWSN Kaur, Harjinder
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.549 KB) | DOI: 10.33122/ejeset.v3i2.96

Abstract

All students, regardless of gender, race, colour, ethnic or social origin, genetic traits, language, religion or belief, political or other opinions, participation in a national minority, property, birth, or disability, everyone has the right to an equitable education (Klironomos et al., 2006), and to be considered as being an integral part of the learning community. To view Universal Access to Education as a concrete and attainable goal, teachers must be aware of the ICT potential and be able to acquire the necessary knowledge and operational skills to select and use ICT as an appropriate and promising tool for promoting equity in educational opportunities by assisting children with special needs in overcoming barriers to learning, thereby increasing their school achievement, as well as their autonomy and willingness to learn. The paper highlighted the definition of ICT, types of ICT items and how ICT is being used and describe the benefits of ICT to students with special needs.
Science teacher mentors’ perceptions of actual and preferred school conditions for mentoring student teachers to effectively use learning technology Matorevhu, Alois
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.712 KB) | DOI: 10.33122/ejeset.v3i2.94

Abstract

In Zimbabwe teachers’ colleges diploma in science education student teachers go for Attachment Teaching Practice (ATP) in the second year of the three year diploma. Among others during ATP, science teacher mentors assist student teachers to develop skills in using instruction anchored on learning technology This study sought to find out the nature of science teacher mentors’ perceptions of actual and preferred school conditions involved in mentoring student teachers to effectively use learning technology A questionnaire was used to collect both qualitative and quantitative data. Results indicate that school conditions like high workload, large classes, congested timetables, lack of learning/teaching resources and nature of appraisal system, reduce effectiveness, of mentoring, hence compromising the quality of science teacher preparation. The potential of science teacher mentors could be enhanced by creating an enabling work environment, through meeting mentor needs.
Early numeracy skills in early childhood: the effect of numbered heads together cooperative learning methods Warmansyah, Jhoni; Sabri, Ahmad; Nasution, Maifatma; Amalina, Amalina; Safna, Aisyah; Fitri, Amelia
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.839 KB) | DOI: 10.33122/ejeset.v3i2.76

Abstract

This study aims to determine the effect of the cooperative learning method with the Numbered Heads Together type on numeracy skills in early childhood. This study used the pre-experimental method with a one group pretest-posttest design. The research sample for children aged 5-6 years was 16 children. Data collection was in the form of a checklist of child development data with value categories from not yet developed to very well developed. Data analysis used the t-test by fulfilling normality and homogeneity first. The results showed that the t-count value is greater than the t-table value (t-count t-table). So, it can be concluded that the cooperative learning method with the Numbered Heads Together type has an influence on the development of early childhood numeracy skills. Thus, the teacher can apply various types of cooperative learning methods in the classroom to improve other aspects of development.
Improving student activities and learning outcomes through implementation of pop-up book media in discovery learning Yulia, Yulia; Kurniati, Kurniati; Krismanto, Wawan
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.862 KB) | DOI: 10.33122/ejeset.v3i2.71

Abstract

One of the crucial things in achieving maximum learning outcomes is using learning media that can facilitate active student learning. Therefore this study aims to examine the use of Pop-up book media in discovery learning to improve student learning processes and outcomes. The approach is qualitative, with a classroom action research type. The research subjects were 12 grade IV students at SDN 105 Pinrang. This research was conducted in 2 cycles. Observation techniques, tests, and documentation obtained data. This study focuses on the learning process (student activities) and student learning outcomes. The results showed that the learning process (student activities) using Pop-up book media in discovery learning in cycles I and II improved. In line with the improvement in the learning process, student learning outcomes also increased from having sufficient qualifications in cycle I to be well qualified in cycle II. This study concludes that using pop-up book media in discovery learning can improve the process (student activities). The learning process becomes more lively because two-way communication is established, students active participation makes learning more meaningful and powerful. The learning syntax in discovery learning can facilitate students using pop-up book media because it can stimulate students to be active in learning. Students are encouraged to identify material in the media, and the use of pop-up book media in learning discovery learning changes teacher-oriented learning to student-oriented. This positively impacts student learning outcomes, which increase as the learning process increases.

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