International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. Technologies of teaching and learning: The topic covers but not limited to, Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and community development (economical, social and physical) The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews; and theoretical analyses.
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<![CDATA[Effectiveness Of Digital Text in Interactive Library for English Starters (Digi-Tiles in Enhancing The Reading Comprehension Of Grade 3 Learners) ]]>
<![CDATA[Laroza, Jujie]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1023
<![CDATA[This quasi-experimental study was conducted to measure the effectiveness of Digital Text in Interactive Library for English Starters (Digi-TILES), which is a digital learning tool, in improving the reading comprehension level of Grade 3 pupils of Sampiruhan Elementary School. The intervention tool was designed to develop reading comprehension of learners and results were measured through comparing pretest and post-test scores.Two (2) paired groups of learners participated in the study composed of 30 members for each group. Each group’s reading comprehension level was determined through standardized Phil-IRI materials. The digital tool intervention developed by the researcher was utilized by the experimental group while the comparison group utilized plain printed Pivot Self Learning Modules distributed by Department of Education. Paired and Independent Samples T-tests were used to answer the inferential questions of the study.The experimental group, after utilizing the intervention tool scored higher in their post-test than the comparison group. Comparing also the pretest and post-test of the experimental group, it is notable that the scores in the latter are significantly higher. This implies that the Digi-TILES learning tool has impacted the learners’ reading comprehension positively.The hypotheses stating that there is no significant difference between the post-test of the two groups were rejected. The findings therefore reflect that the experimental group scored higher those in the comparison group. The Digi-TILES therefore helped in enhancing the reading comprehension of Grade 3 learners. It is therefore suggested that the school may consider utilizing this tool to improve the quality of learners when it comes to reading comprehension.]]>
<![CDATA[Student's Engagement and Perception of Gamification in Mathematics ]]>
<![CDATA[Solekhah, Heny]]>;
<![CDATA[Kutni, Imam Darul]]>;
<![CDATA[Pamungkas, Ario Bagus]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1430
<![CDATA[Many Indonesian students consider mathematics as an uninteresting learning subject that confuses them. An innovative approach to teach mathematics is needed to increase their engagement. In this case study, gamification which has been known as an activity to increase the student's enthusiasm was introduced in learning algebra. An observation with 20 female eighth graders was done in the classroom with and without the gamification activity to see the student's reactions and emotions in playing the game. Then, two focus group discussions with eight students were conducted by purposeful sampling based on their various levels of activeness and competence in mathematics as well as their scores of the game to grasp their perceptions of gamification in mathematics, followed by an individual interview with the math teacher. The findings were analyzed through the lenses of symbolic interactionism in which the student's acts and perceptions were constructively interpreted and confirmed with the teacher's opinion. The literature was also included to strengthen the result. The research found that gamification in mathematics could highly engage the students, especially when the teacher offered a reward. However, the student's perception was highly influenced by their performance in the game. Despite the lack of mechanical skill, the winners were satisfied; the unsuccessful players had different opinions: some of them wanted to play again to increase their scores whereas the rest of them did not suit the game. Thus, to motivate the students, designing gamified activities in mathematics needed to consider individual preferences.]]>
<![CDATA[Challenges and Coping Strategies of Intermediate Teachers in Handling Generation Z Learners ]]>
<![CDATA[Dejacto, Ladylou]]>;
<![CDATA[Valmorida, Francis May]]>;
<![CDATA[Naparan, Genesis]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1442
<![CDATA[The learners as of the present are called Generation Z learners. This study aimed to come up with the common challenges and coping strategies of teachers in handling Generation Z learners in the intermediate level. The study was conducted during the school year 2019-2020. The participants were the intermediate teachers in District 10 of Ozamiz City Division. This study employed a phenomenological qualitative research design. The focus of this study was to gather the common challenges and coping strategies of teachers based on their experiences. The responses were analyzed through the use of thematic analysis. It was found out that the challenges commonly met by the intermediate teachers were learners’ difficult behaviors, negative impact of technology/inappropriate use of technology and poor academic performance. The study also revealed that the coping strategies of the teachers were ICT integration in teaching, imposing friendly classroom discipline, parent-teacher partnership, and enhancing teachers’ ICT literacy. This study suggested that in planning teachers’ training programs, administrators of the Department of Education should also include topics that focuses on how to cope up teachers’ challenges met in their classrooms. Topics may involve handling Generation Z learners and developing necessary skills in innovative teaching.]]>
<![CDATA[Why English Isn't that Hard: Impact of Adopt-A-Friend Program on Students with Failing Grades ]]>
<![CDATA[Oestar, Jennifer]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1489
<![CDATA[The purpose of this study is to narrate the conditions of selective grade 10 students at-risk of failing English 10. This also deals with assessing the impact of Adopt-a-Friend Program on their academic performance and socialization in class. The study used qualitative method triangulated through observation, structured written and oral interview, and used of existing documents (F138) and journal entry. Students with failing grades were purposively chosen and paired with high performing students in a peer-tutoring approach. Although the target of the program are selected students at-risk of failing English subject, it was launched to all grade 10 students to eliminate stereotyping since academic grades became the basis for choosing the respondents. The study revealed that those students at-risk of failing English 10 benefited much from the program. Most of the responses revealed that they have improved their academic performance and socialization in class. Moreover, they suggested that the program must continue until the last quarter of the school year. Those high performing students who adopted them revealed that they enjoyed the program, however they suggested some improvements for Adopt-a-Friend Program’s next implementation. As a result, there is a significant increase in the performance of the student adoptee and adopted.]]>
<![CDATA[Teaching Idea: Inspiring Students’ Expository Essay Writing Through Song Approach ]]>
<![CDATA[Adam, Hafiz]]>;
<![CDATA[Narayanan, Geethanjali]]>;
<![CDATA[Karim, Rafidah Abd.]]>;
<![CDATA[Jamaluddin, Juriani]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1605
<![CDATA[Expository essays are divided into several different types, and the most common ones are: (i) compare and contrast, (ii) definition, (iii) example essay, and (iv) cause and effect. Using songs in the teaching and learning (T&L) of writing skills in higher education can help the adult learners improve their expository essay writing skills. Research have found that using songs in teaching the writing subject can help improve their: (i) idea generation, (ii) motivation, and (iii) reduce writing apprehension. This approach has long been used in the teaching and learning (T&L) of English language in primary education, to help improve the young learners’ language skill improvements. In university settings, this approach carries different results to different learners, yet is still proven to be beneficial at improving their writing skills. To compose an expository essay, the basic structures of: (1) introduction, (2) body paragraphs, and (3) conclusion must be present. The song approach helps the learners build their main ideas and elaborate them better, since song lyrics carry useful additional ideas that speed up the learners’ point developments, make the session much more interesting, and provide them with a relaxing and safe learning environment. Therefore, this study discusses literatures written by various researchers that are relevant to the benefits of song approach in English writing skills in general, among adult learners.]]>
<![CDATA[Digital Intelligence for Technical Students: Use of Online Mind Map in Enhancing Design Thinking ]]>
<![CDATA[Abd. Karim, Rafidah]]>;
<![CDATA[Mustapha, Ramlee]]>;
<![CDATA[Aliasak, Mohd Hasrol Haffiz]]>;
<![CDATA[Raslee, Nor Nadia]]>;
<![CDATA[Ghani, Nurul Farhani Che]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1610
<![CDATA[In a world dominated by digitalization, digital intelligence is critical. Digital intelligence is required for education, employment, and active participation in the community. Digitalization has transformed our way of thinking, feeling, and living, and its rapid evolution has made change, which was once the exception, the norm. As a result, change management has emerged as a fundamental skill for people in the 21st century. But far more important than this is the development of digital intelligence, which, to be developed, necessarily requires disruptive education. An online mind map is a visual aid that is becoming extremely prevalent in today's classrooms. Given the importance of empirical research and evaluation, it is perhaps surprising that so little effort has been directed toward the application of online mind mapping among technical students to enhance design thinking. This study aims to examine Malaysian technical students’ perspectives with regards to the use of an online mind map to enhance design thinking. 372 technical students from selected public higher institutions were involved in this study. A quantitative method using an online survey was conducted for the students. The results from questionnaire items and open-ended items were analyzed using descriptive and inferential statistics and thematic analysis. The findings from the study revealed that the technical students agreed that the online mind map helped them enhance their design thinking. The study makes important contributions on how the tool can develop design thinking in technical terms to address IR4.0 needs and produce balanced graduates who are globally competitive. Finally, this study contributes a new framework for technical students’ design thinking.]]>
<![CDATA[The Role of Father's Involvement and Social Competencies on Academic Achievement in Children ]]>
<![CDATA[Risnawati, Erna]]>;
<![CDATA[Rahmanadia, Hyunisa]]>;
<![CDATA[Rahmawati, Orizka Desmi]]>;
<![CDATA[Gusti, Valeria Yekti Kwasaning]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v5i2.1619
<![CDATA[This study aims to determine the relationship between father involvement and social competence on academic achievement in children. This study uses a correlational quantitative approach. The subjects in this study were fathers, teachers and children aged 8-13 years. The sampling technique in the study was accidental sampling. The number of samples in this study were 123 respondents. Measurements in this study used the Social Skills Improvement System (SSIS) scale from Gresham and Elliott, the Inventory of Father Involvement (IFI) scale from Hawkins and students' academic report cards. The data analysis technique used the Spearman correlation test. The results of this study indicate that there is no significant relationship between the role of father involvement and academic achievement but there is a significant relationship between social competence and academic achievement. This research is expected to have an impact on teachers, parents and schools to improve students' social competence to support students' academic]]>
