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.
Articles
2 Documents
Search results for
, issue
"Vol. 6 No. 2 (2024): October (on Progress)"
:
2 Documents
clear
<![CDATA[Religious Integration with Science Education Concept in The Era of The Rise of Artificial Intelligence ]]>
<![CDATA[A'yun, Kurroti]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 2 (2024): October (on Progress) ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33830/ijtaese.v6i2.1695
<![CDATA[The progress of the times is marked by the intensive use of advanced technology in various fields, especially using artificial intelligence in various lines of life, such as education, health, games for the younger generation, and so on. The strength of faith and piety is really needed in this type of life pattern so that life is not wasted and there is no damage on the face of the earth. Therefore, it is necessary to discuss the integration of faith and piety in facing the emergence and rise of artificial intelligence (AI), especially in the world of education, so that the young generation who will be the successors of life in the future is not eroded by the flow of artificial intelligence and eliminates the inner intelligence regarding the existence of beliefs. that goodness from God is truly true goodness. The author has made quantitative observations of several young people at the high school level, both private and public. The results show that there are differences in attitudes and behavior in facing the rise of artificial intelligence, especially in the world of education. In this research, it was found that the young generation at high school level who were introduced to faith and piety more intensely, had different attitudes and behavior in dealing with life's problems, but there was a tendency to have an understanding of the concept of life as a servant of God.]]>
<![CDATA[Improving the Comprehension Skills of Grade 6 Pupils at Tuhian Elementary School through Catch-Up Fridays ]]>
<![CDATA[Talain, Allan]]>;
<![CDATA[Cruzado, Jonny]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 6 No. 2 (2024): October (on Progress) ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33830/ijtaese.v6i2.1721
<![CDATA[True experimental research design was utilized in this study. Specifically, pretest posttest control group design was employed to demonstrate causality between the intervention and an outcome. The respondents involved 28 Grade 6 learners who comprised the control and experimental groups, which were formed through simple random sampling. In connection, the reading performance of the respondents in both groups was assessed using the standardized passages from Phil-IRI. The data gathered were analyzed and interpreted using Weighted Mean. In connection, a test of normality of data was conducted using Kolmogorov-Smirnov Test. The results provide good evidence that the data are normally distributed. Thus, independent t-test, as a parametric test, was utilized to statistically treat the data. Meanwhile, Lavene’s test for equality of variance was employed to test the variances of pre-test scores both in control and experimental groups. The results suggest that there is no difference between the variances of both groups, which means that there is homogeneity before the implementation of Catch-up Fridays in the treatment group and teacher-led reading approach in the control group. The study revealed that there was no significant difference between the pre-test scores of the control and experimental groups in terms of comprehension, which indicated that there was homogeneity before implementing Catch-up Fridays. On the other hand, after the treatment, there was a significant difference between the post-test scores of the two groups. Therefore, there was a marked improvement in the comprehension performance of the respondents. This demonstrated that the respondents’ comprehension skills have improved. In this regard, this study revealed that Catch-up Fridays as a reading intervention program be adopted by other schools to enhance struggling learners’ comprehension skills.]]>
