cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nia D Simanjuntak
Contact Email
admin@multitechpublisher.com
Phone
+62853595625
Journal Mail Official
admin@multitechpublisher.com
Editorial Address
Jl Veteran, gg Cahaya No 103, Berastagi, Indonesia
Location
Kab. karo,
Sumatera utara
INDONESIA
International Journal of Applied Educational Research (IJAER)
Published by MULTITECH PUBLISHER
ISSN : -     EISSN : 30261872     DOI : https://doi.org/10.59890/ijaer.v1i2
Core Subject : Education,
Education
International Journal of Applied Educational Research (IJAER) is an international journal published online monthly by the Multitech Publisher. The journal publishes research papers in the fields of social science, natural science, art, humanities, law, health sciences, technology, and related sciences.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 55 Documents
 1   2   3   4   5 
What Mathematical Knowledge is Needed for Teaching Mathematics ? Torang Siregar; Lisda Lubis; Samsiderni Siregar; Rafidah Afrah Zuhair; Defiana Lisa; Siti Aisyah; Suci Rahmadany
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.391

Abstract

Abstract Concern about Padangsidimpuan City students’ mathematics achievement has grown; evidence makes plain that the teaching and learning of mathematics in the Padangsidimpuan City needs improvement. This is not the first time that this country has turned its worried attention to mathematics education. However, past efforts have consisted of effort more than effect. We are not likely to succeed this time, either, without taking into account what has led to the disappointing outcomes of past efforts and examining factors that contribute to success in other countries. Consider what research and experience consistently reveal: Although the typical methods of improving instructional quality have been to develop curriculum, and especially in the last decade to articulate standards for what should students should learn, little improvement is possible without direct attention to the practice of teaching. No curriculum teaches it self, and standards do not operate independently of professionals’ interpretations of them. The efforts of the past decade have shown that good instruction can make a difference, and that teachers can learn from and for their work with curriculum materials. But clearer now is that using curriculum effectively and working responsibly with standards depend on understanding the subject matter. How teachers know mathematics is central to their capacity to use instructional materials wisely, to assess students’ progress, and to make sound judgments about presentation, emphasis, and sequencing. The last decade has made that plain. We cannot afford to keep re-learning that improvement of students’ learning depends on skillful teaching, and that skillful teaching depends on capable teachers and what they know and can do.
What Makes it Special? : Content Knowledge for Teaching Torang Siregar; Awal Harahap; Ahmad Arisman; Hariman Hasayangan Rangkuti; Iskandarsyah; Indra Saputra Harahap; Risky Ardian; Sulhan Daulay; Zainuddin Batubara
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.405

Abstract

This article reports the authors’ efforts to develop a practice-based theory of content knowledge for teaching built on Shulman’s (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the study was to investigate the nature of professionally oriented subject matter knowledge in mathematics by studying actual mathematics teaching and identifying math ematical knowledge for teaching based on analyses of the mathematical problems that arise in teaching. In conjunction, mea sures of mathematical knowledge for teaching were developed. These lines of research indicate at least two empirically discernable subdomains within pedagogical content knowledge (knowledge of content and students and knowledge of content and teaching) and an important subdomain of “pure” content knowledge unique to the work of teaching, specialized content knowledge, which is distinct from the common content knowledge needed by teachers and nonteachers alike. The article con cludes with a discussion of the next steps needed to develop a useful theory of content knowledge for teaching.
More than Somebody’s Pleasure: The Analysis of Reading for Pleasure in Education using Cognitive Psychology Perspective Faiz Fatihul 'Alwan; Ayu Ulivia; Tina Hayati Dahlan
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.430

Abstract

Reading for pleasure is a reading activity that provides the reader with flexibility in terms of the type of reading materials and the time to read it. There are various advantages offered from reading for pleasure compared to other reading activities, not only having a good impact on children, it also provides enormous benefits to adults. This study aims to reveal the cognitive processes that occur during reading for pleasure activities based on empirical findings. The discussion in this study will also involve a comparison of cognitive processes with other types of reading activities. A qualitative approach was used in this study for both the data collection and analysis. The results of this study indicate that reading for pleasure is a reading activity which has many benefits. Analysis from the perspective of cognitive psychology shows that positive impacts such as the ability to focus the attention, adaptation to distraction, and the ability to relate the content with prior knowledge can be obtained through this reading activity. Regarding its implications in the context of education, reading for pleasure can be a solution to foster reading habits and affect students' cognitive abilities in a positive way. .
Positive Reinforcement: an Approach to Enhancing Accountability and Drive among Students
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.442

Abstract

The Positive reinforcement plays a prominent role in several educational institutions and individual classrooms around the world. Providing commendation and incentives to students who exhibit good behaviors and fulfill academic responsibilities within the classroom setting enables educators to direct their attention towards desired behaviors while minimizing emphasis on undesirable conduct that may arise. This study aims to explain the perspectives, positive reinforcement is believed to foster a heightened feeling of accountability among students, hence motivating them to exert more effort in order to accomplish tasks. This paper attributed to the anticipation of obtaining commendation or a tangible incentive as a result of their efforts. There are other viewpoints positing that the use of positive reinforcement, such as praise and awards, may result in a decline in intrinsic motivation, an increased disparity between educators and learners, and a reduction in performance levels. Critics contend that an abundance of praise and the provision of rewards for exhibiting good actions just elicit short-term conformity, rather than cultivating a lasting feeling of accountability and drive among pupils. The discourse pertaining to positive reinforcement remains a subject of contention within the field of education
The Influence of Self-Confidence on English Language Learning: a Systematic Review Zanyar Nathir Ghafar
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 1 (2023): October 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i1.452

Abstract

English communication skills are necessary for academic and professional success worldwide. A major factor in English language proficiency is self-confidence. This literature review consolidates research on self-confidence and English language proficiency and identifies effective ways to boost language learners' self-confidence. The study shows that those with high self-confidence in their English language skills are more likely to learn a second language and speak it well. Self-confidence boosts drive, tenacity, and language acquisition challenge-taking. The findings found that self-confident people have better pronunciation, vocabulary, and grammar, which are essential for English communication. Self-confidence and English language proficiency is complex and affected by individual traits, cultural history, and language acquisition experiences. Effective treatments to improve language learning confidence are needed for optimal results. Language teachers and educators can use setting goals, encouraging, and reflecting on one to boost students' self-confidence and English language ability in academic and professional settings.
Constraints and Challenges in Implementing Text-Based Teaching in Particular Contexts Pinilih, Murni Sekar; Tahir, Asman Bin Mohd Tahir; Susilo, Dinantari Susilo; Kusumamawarni, Deaseptia Nirmala; Suharyadi; Said, Dian Riani
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 2 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i2.953

Abstract

This research focuses on exploring the constraints and challenges faced by teachers and students when implementing text-based teaching in specific contexts. Text-based teaching has been proven to have a significant impact on the principles of English as a Foreign Language (EFL) teaching and learning, improving students' ability to understand the meaning and fostering communication competence in authentic environments. However, despite its benefits, various obstacles and challenges hinder the successful implementation of this approach. These constraints include a lack of vocabulary and grammar acquisition, inadequate English language skills in context, low motivation, limited learning autonomy, and lack of cooperation among students. In addition, teachers also face challenges such as selecting appropriate authentic texts, modifying and adapting them to meet instructional objectives, designing appropriate tasks, and overcoming potential student boredom with routine activities. To overcome these barriers, teachers need to engage in comprehensive professional development to acquire the knowledge and skills necessary for effective implementation of text-based teaching. In addition, policymakers are encouraged to provide advanced training opportunities in this area, allowing teachers to improve their teaching practices.
Challenges in The Implimentation of Mother Tongue Education in Nigerian Schools: the Way Forward Salihu Mahuta, Adamu
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 2 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i2.973

Abstract

The paper focuses on the use of mother tongue as a medium of instruction at pre-primary and primary levels of education is very vital for educational development of our children. Researches have shown that the child learns better and quicker his mother tongue is used in instruction than using a foreign language (English). This paper discusses the provision made by national policy on education (NPE) on the relevance and importance of mother tongue in education. It also highlights the benefit of mother tongue as a medium of instruction at both pr-primary and primary levels. In addition, the challenges of implementation of mother tongue education are not left un discussed, the effective way to the implementation of mother tongue education in Nigeria, finally followed by the conclusion.
The Role of Islamic Education in Shaping Indonesian National Identity Bertuah, Muhammad Fauzi
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 2 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i2.989

Abstract

There is a strong connection between the Indonesian National Identity and Islamic Education, which is influenced by Indonesia's anthropological conditions and the majority Islamic population. The country was historically known as the Dutch East Indies, before the Youth Pledge movement paved the way for the formation of the Indonesian Nation. After gaining independence from Dutch colonialism, Indonesian leaders sought to construct the nation's identity. They established four pillars of character: Pancasila, the 1945 Constitution, Bhinneka Tunggal Ika, and the Unitary State of the Republic of Indonesia. In formulating the nation's Pancasila character, they embraced the values taught in Islamic teachings, including those found within the Quran. To promote character education throughout the community, the Indonesian government provides educational programs that cover these values. Arguments can be developed through qualitative research to explain the connection between the Indonesian National Identity and Islamic Education. The journal article examines the concise history of civilization and the nature of the Indonesian nation, in addition to exploring its connection with Islamic Education.
Profile of Students' Visual Thinking in Understanding and Applying Derivative Concepts Darmadi; Nartini; Soleh, Dwi Rohman
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 2 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i2.1013

Abstract

The aim of this research is to obtain students' visual thinking profiles in understanding and applying derivative concepts. Qualitative research methods are used with the steps determining the subject, developing questions, collecting data, interpreting, presenting, reducing, categorizing, coding, and triangulating data, analysing data, and drawing conclusions. The subjects of this research were students of the mathematics education study program of PGRI Madiun University. At first, students understand the concept of derivatives without using visual thinking skills. Students understand the concept of derivative as a demotion. After learning, students understand the concept of derivatives with images as visualization. Students apply the concept of guidance without using visual thinking. After learning, students can apply derivative concepts by using images as visualization. Students understand that they must apply derivative concepts and explain with pictures or graphs. Students plan by analysing and then using function graphs to explain it. Students carry out plans by calculating analytically and completing explanations using pictures or graphs. Students check again by paying attention to the answers from friends beside them and discussions with the lecturer.
Digital Native in the Frame of Distant Learning during Covid-19 Pandemic Era Herawati, Yayuk Widyastuti
International Journal of Applied Educational Research (IJAER) Vol. 1 No. 2 (2023): December 2023
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v1i2.1020

Abstract

We could not forget the educational system when covid-19 outbreak in 2019 till 2021. At that time, we were forced to do everything at home including to study. The school system was changed totally. Related to that occurrence, the researcher did a survey to the third semester -students of tertiary level. The sample was three classes of 20 students each. The data was taken when the covid-19 occurred in 2020. At least, there were benefit, challenges, and strategies we could discuss in this study which need to address. This research contributes valuable insights into the intersection of digital natives and distant learning during the COVID-19 pandemic. Findings will inform educational institutions, policymakers, and educators on how to tailor distant learning approaches to better accommodate the needs and strengths of digital native students. The study may face limitations related to generalizability, as findings may be context-specific. Additionally, self-reporting bias is a potential challenge in survey responses.

Page 1 of 6 | Total Record : 55

 1   2   3   4   5 

Filter by Year

2023 2024


Reset
Filter By Issues
All Issue Vol. 2 No. 6 (2024): December 2024 Vol. 2 No. 5 (2024): October 2024 Vol. 2 No. 4 (2024): August 2024 Vol. 2 No. 3 (2024): June 2024 Vol. 2 No. 2 (2024): April 2024 Vol. 2 No. 1 (2024): February 2024 Vol. 1 No. 2 (2023): December 2023 Vol. 1 No. 1 (2023): October 2023