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 Model Drawing Approach (MDA) in Enhancing the Problem-Solving Skills of Grade 9 Learners ]]>
<![CDATA[Copia, Shiela Marie B.]]>;
<![CDATA[Tamban, Victoria E.]]>;
<![CDATA[Sapin, Sherwin B.]]>;
<![CDATA[Yazon, Alberto D.]]>;
<![CDATA[Manaig, Karen A.]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 1 (2024): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v6i1.1142
<![CDATA[The purpose of this study was to evaluate how effective a Drawing Model Approach was at improving the problem-solving skills of Grade 9 students of Palo Alto Integrated School. It; sought to answer if the said approach could enhance the skills of students, specifically in problem identification and solving. In; year 2018 National Achievement Test (NAT), result revealed that students’ score compared to the previous year indicating only a Mean of 0.51 which can still be classified as “low mastery†level in the said examination (Albano, 2019). International test results in the Trends in International Math and Sciences Study (TIMSS), showed a gloomy poor performance of Filipino students in the said subject. Out of 45 countries who participated in the conference, the Philippines ranked at the lowest places- 41st in Math and 42nd in Science, respectively (Torres, et al., 2020). Similarly; report of Programme for International Student Assessment (PISA) in 2018 coming from the website of Organization for Economic Co-operation and Development (OECD), showed the Filipino students left behind in terms of performance ranking in areas of Reading, Science and Math compares with its 79 counterparts’ nations. In result, Sec. Briones promoted an immediate order to review the country’s basic education curriculum to identify the root cause of the problem and what key areas of intervention must be placed accordingly (Luz, 2018). Utilizing quasi-experimental research design, the study involved a total of 25 pairs of students from the experimental and comparison group selected based on the result of the pre-test; from the population of 88 students in the two sections of Grade 9, namely Carnation and Hyacinth. Participants; were randomly assigned either to the experimental group or to the control. The; statistical tools used in this study were mean, standard deviation, independent t-test, and Cohen’s d. Paired; t-test measured the significant difference between the pre-test; and post-test scores. The results of a pre- and post-test mean scores revealed a highly significant difference between the examined mean scores. The learners' post-test means scores performance, as well as the learners' pre-test and post-test mean scores performance, all indicated rejection of the null hypotheses. The group of participants who used the Drawing Model Approach also performed much better in terms of score than the control group. Using this approach, it develops student’s critical and creative thinking skills enabling him to solve problem with ease and confidence. Moreover, through this approach, it helps students to visualize the problem by means of representation, essentially builds a scaffolding between relationship of sets of questions (Marsha, 2008), creating a more concrete comprehension of the problem rather than solving it directly within their minds which sometimes create long confusion of array of thoughts. The researcher, through this paper, aimed to contribute to the body of knowledge in making Math subject more interesting by means of simple and effective pedagogical approach to help improve the critical and analytical thinking skills of the students which have been their waterloo based on the poor academic performance on Math for the last three years. Hence, this condition should already address considering on the current situation now which the education of the learners is at stake. Keywords – Model Drawing Approach, Visualization, Problem-solving skills, Effectiveness, Teaching Style]]>
<![CDATA[Crisis leadership: a self-study of a novice departmental head ]]>
<![CDATA[George , Sherronay]]>;
<![CDATA[Uleanya, Chinaza]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 1 (2024): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v6i1.1230
<![CDATA[Sequel to major changes which occurred due to Covid-19 pandemic, this paper represents a self-study based on a novice departmental head in the educational context. This study focuses on a newly appointed departmental head trying to implement change among teachers with intrapersonal struggles to adapt to change because of their experience, being stagnant and for doing things the same way for over 20 years. The study reflects on leadership style and support provided to teachers during the time of the Covid-19. John Dewey’s reflective process was adopted as framework, and mixed methods approach. Thus, quantitative and qualitative data were collected from eight purposively selected participants. Questionnaire was used to collect quantitative data from six teachers: three experienced and three younger ones, while interviews were conducted for two critical friends in order to collect qualitative data. The collected data were coded and analyzed using themes. The findings of the study showed among others that the newly appointed departmental head empowered and supported all teachers to adapt to change by utilizing the situational theory as a guideline. Thus, support from leaders and involving followers in decision making can change their perceptions with regards to adapting to change and feeling more at ease.]]>
<![CDATA[The Use of Artificial Intelligence for Primary School Mathematics: A Bibliometric Analysis ]]>
<![CDATA[Salido, Achmad]]>;
<![CDATA[Haryanto]]>;
<![CDATA[Kenedi, Ary Kiswanto]]>;
<![CDATA[Agustiana Putri , Dya Ayu]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 1 (2024): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v6i1.1670
<![CDATA[The role of technology, particularly artificial intelligence, in the increasingly advanced digital age has the potential to revolutionize the educational landscape in unprecedented ways. This study aims to analyze and elucidate trends related to the utilization of artificial intelligence in mathematics activities within primary schools, as well as to uncover potential research opportunities for the future. Articles for this study were retrieved from the Scopus database using the search string "artificial intelligence" AND (mathematics OR mathematical) AND ("primary education" OR "elementary education" OR "primary school" OR "elementary school"). Article analysis was conducted using Harzing's Publish or Perish and VOSviewer. The study's findings indicate that the topic of artificial intelligence and primary school mathematics has been investigated from 1974 to 2023, with a total of 66 articles published in the Scopus database. The year 2022 witnessed the highest number of publications, with 17 articles published from 1974 to October 2023. Mapping the results revealed 36 keyword items grouped into 5 clusters. In conclusion, the findings of this bibliometric analysis suggest that there is potential for further scholarly exploration on the topic of utilizing artificial intelligence in mathematics education within primary schools.]]>
<![CDATA[The Urgency of Digital Literacy Based on Character Education in Learning Society 5.0 ]]>
<![CDATA[Prihatmojo, Agung]]>;
<![CDATA[Ruchiyat, Marina Gusnia]]>;
<![CDATA[Marwan, Marwan]]>;
<![CDATA[Badawi, Badawi]]>;
<![CDATA[Kisworo, Tinto Wahyu]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 1 (2024): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v6i1.1674
<![CDATA[In the rapid development of technology, teachers in learning need to combine digital literacy and character to improve the quality of education. This article aims to determine the importance of digital literacy skills based on character education in a learning approach that integrates digital technology and prioritizes student character development in the 5.0 era. The research method used is a qualitative descriptive method with a literature review approach using various literature such as books, journals and scientific articles as the main object. The research results show that the application of digital literacy in the context of character education can improve students' ability to use technology and develop positive character in the era of society 5.0. Digital literacy-based character education strategies implemented by teachers are 1) watching educational content for 15 minutes at the beginning of the lesson via a digital platform (YouTube) with a critical attitude as an effort to solve problems, 2) the school recommends learning sites to students using laptop media and computers available in the school laboratory.]]>
<![CDATA[Empowering Education: Harnessing AI for Society 5.0 ]]>
<![CDATA[Kristianti, Tri]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 1 (2024): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.33830/ijtaese.v6i1.1682
<![CDATA[Era Society 5.0 emphasized the concept of humanized technology due to the necessity of a society that genuinely integrates the physical and virtual worlds. The implication of modern technology in the era of Society 5.0 covers Artificial Intelligence (AI), robots, and the Internet of Things (IoT). The involvement of modern technology has been applied in three primary sectors; economics, industry, and education to support the needs of society. Applying modern technology based on Artificial Intelligence (AI) for educational purposes is interesting yet challenging. This research aims to study and compare the two tools of Artificial Intelligence based on their functions, features, and safety, namely Google Bard (now Gemini) and ChatGPT. Therefore, the method used in this research is a comparative study using practical and literature studies as the primary data. This research can provide beneficial results in technology literacy for educational practitioners to conduct future research viewing from different perspectives.]]>
