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Journal of Research in Education and Pedagogy
Published by Scientia Publica Media
ISSN : 30476410     EISSN : 30477131     DOI : https://doi.org/10.70232/jrep.v1i2
Core Subject : Education, Social,
Education Social Sciences
The Journal of Research in Education and Pedagogy (JREP) is an international, double-blind peer-reviewed, open-access journal published by Scientia Publica Media. The journal is published four times a year in February, May, August, and November. It publishes original papers, reviews, and case studies that reflect the latest research and developments in both theoretical and practical aspects of education and pedagogy. JREP covers all levels of education, from early childhood to higher and vocational education, as well as formal, informal, and non-formal education. The journal also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. It strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. JREP serves as an invaluable resource for educators, supervisors, curriculum planners, counselors, administrators, and educational researchers, offering insights to inform the design of future curricula.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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Analysis of Students’ Critical Thinking Abilities Through the Numbered Heads Together (NHT) Cooperative Learning Model on the Topic of Buffer Solutions Agustin, Ghea Paki; Afrizal, Afrizal; Irwanto, Irwanto
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/zfd29e68

Abstract

The purpose of this study was to analyze the indicators of students’ critical thinking skills through the NHT type cooperative learning model on the buffer solution material. The research subjects were 36 students of class XI MIA 2 academic year 2019/2020 at SMAN 45 Jakarta. The research was conducted using qualitative analysis methods by collecting data through observation, discussion sheets, critical thinking skills analysis tests, reflective journals, and student interviews. The research was carried out by applying the NHT cooperative learning model in four meetings through 5 stages of learning, namely conveying goals and motivating students, presenting information, organizing students into groups, guiding study groups, evaluating and giving awards. The results showed that the critical thinking skills of students mostly showed satisfactory criteria. This is evidenced by the achievement of satisfactory criteria on aspects of problem identification in questions, aspects of conceptual understanding, aspects of the ideas connection, aspects of assumptions and aspects of drawing conclusions. The application of the NHT type of cooperative learning model has a positive impact on the development of students’ critical thinking skills through group discussion activities. The conclusion of the study shows that the critical thinking skills of students who achieve satisfactory criteria include three aspects including identification of the problem in question, conceptual understanding and drawing conclusions. Meanwhile, indicators that reach very good criteria contain aspects of the ideas connection and indicators that achieve unsatisfactory criteria contain aspects of assumption.
Bibliometric Analysis of Cooperative Learning (1974–2023) Syamsi, Badrus
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/nwsttt07

Abstract

The importance of cooperative learning in achieving educational goals cannot be overlooked. According to existing literature, cooperative learning methods have proven to be effective in enhancing student achievement and fostering collaboration among them. A study conducted a comprehensive bibliometric analysis spanning the period 1974–2023 to explore the status and trends of cooperative learning implementation. In this bibliometric analysis, Samples were drawn from 4,367 refereed journal articles in the Scopus database. The research findings encompass several key points, including the peak publication in 2022 with 379 papers, the dominance of the keyword “cooperative learning,” the work of Dorigo, M and Gambardella, L.M as the most frequently cited documents, and David W. Johnson as the most prolific author. Journals such as the Journal of Chemical Education, Sustainability Switzerland, and Primus were also classified among the best, as well as institutions like the University of Minnesota Twin Cities, Arizona State University, and The University of Queensland. Furthermore, the United States and China are recognized as the most influential countries in the development of cooperative learning. The study’s conclusion provides a valuable contribution by presenting a comprehensive overview, mapping the scientific landscape, and offering directions for the future development of this teaching method.
The Effect of Numbered Head Together (NHT) in a Flipped Classroom Environment on Students’ Self-Efficacy and Achievement on Colloid Topics Melati, Melati; Hadinugrahaningsih, Tritiyatma
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/c99bex94

Abstract

This study aim to determine the effect of the implementation of  flipped classroom model integrated Numbered Head Together (NHT) on self efficacy and learning achievement on colloid topics. This method used is quasi experiment with non-equivalent control group design. The sampling technique used is convenient sampling where class XI MIPA 1 is the experimental group and class XI MIPA 3 is the control group. The experimental group was carried out by applying the flipped classroom model integrated Numbered Head Together (NHT) while the control group applied traditional learning. Student self-efficacy was measured using a self-efficacy questionnaire while student learning achievement was measured using a learning achievement test. Hypothesis test of learning achievement test and self-efficacy questionnaire using t-test. The results of the independent t-test on the posttest value showed that the average posttest value of the experimental group was higher than the control group. Hypothesis testing of the self-efficacy questionnaire with independent t-test on the post-questionnaire showed the level of self-efficacy in the experimental group after being given treatment, higher than the control group. The conclusion of this study is that the application of the flipped classroom model integrated Numbered Head Together (NHT) can improve self-efficacy and student learning achievement on colloid topics.
Research Trends in Critical Thinking: Bibliometric Analysis Using VosViewer (1994–2023) Purnama, Yaktiva Dwi
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/wdvegb78

Abstract

Critical thinking skills have emerged as a prominent aspect of 21st-century competencies over the past three decades. The authors have shown a growing interest in investigating these skills in recent years. This research employs bibliometric analysis through the VOSviewer application, spanning the period from 1994 to 2023, to scrutinize the current trends and status of critical thinking skills research. Utilizing Scopus data, a total of 16,011 journal articles were considered for bibliometric mapping analysis. The findings reveal that in 2022, there is a peak of publications is 1602. The most commonly used keywords include critical thinking, education, and higher education. Noteworthy papers by Anderson T. et al., Andrews-Hanna J.R. et al., and Carini R.M are identified as the most frequently cited documents. Prolific authors such as Hwang, Pascarella, and Oxman are highlighted, and journals like Nurse Education Today, Thinking Skills and Creativity, and Journal of Nursing Education stand out. Leading institutions include the University of Toronto, State University of Malang, and Monash University, while the most active countries in this field are the US, UK, and Australia. The findings from the science mapping reveal an increasing focus on the development of critical thinking abilities, particularly within the realms of Health and Education. This indicates that the subject is likely to remain a prominent discussion point in the future, given its significance in enhancing both work quality and educational standards.
Identifying Students’ Misconceptions about Chemical Bonding Using a Four-Tier Diagnostic Test Agung, Darius; Muhab, Sukro; Irwanto, Irwanto
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/nky2hc92

Abstract

Chemical bonding is an abstract topic that students rarely encounter in their daily lives. Because of the many misconceptions that can arise regarding chemical bonds, it is not surprising that chemical bonds are a topic that has been widely researched. Thus, this study aims to explore students’ understanding of chemical bonding. This research is quantitative research using a survey design. The participants were 101 tenth-grade students at a public high school in Indonesia. In this study, the sample was determined using convenience sampling techniques. To collect the required data, the Four-Tier Diagnostic Test for Chemical Bonding (FTDT-CB) was administered. The results indicated that students’ understanding of chemical bonding concepts was relatively low with an average score of 18 (out of 100). In addition, 23 misconceptions were identified, of which 20 were genuine misconceptions while the other 3 were spurious misconceptions. It is recommended for future studies to conduct quasi-experimental research to prevent misconceptions that emerged in the current research and also to reveal misconceptions on chemical bonding that may be experienced by pre-service chemistry teachers by using a four-tier diagnostic test.
Academics’ Experiences during Horrible Times: Online Teaching, Learning, and COVID-19 Ntshangase, Mohammed Xolile; Zulu, Zime Pride
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.9

Abstract

E-Learning has become the new normal in Higher Educational Institutions across South Africa. Hence, intergration of the new learning pedagogies has initiated a shift of the norms on professional development. This paper seeks to unpack the strategies used by lecturers in the face of adversities experienced during the E-learning space pre & post Covid-19. There are strategies advised by teacher autonomy which need to be explored. It might have been better if teacher autonomy was merely being against pressures exerted on the individual teachers. But, it is a means for teachers to advance their personal and professional capability to adapt to the rapidly changing conditions and situations in learning spaces. This paper seeks to unravel an unacquainted new path on the drive of lecturers in their professional development that has not been evident in their training. In socio-politically transforming societies such as South Africa, the absence of adequate structures to implement a range of changing policies, may leave lecturers in despair when trying to access development opportunities. This paper adopts analytic theory and semi-structured interviews to give light to the constructivist views of lecturers who have developed methods during the times of adversity. Purposive sampling of 6 lecturers and 10 students will help the generation of data for this study because even though lectures had to adjust to new methods but students were in the receiving end of all the pressure. This study argues for implementation of best practices for the successful professional development of academics in line with E-learning. The University of Limpopo will be the centre of data generation with ethical considerations requested as well as literature visited. Collected data will be thematically analysed in order to sieve and arrange the necessary information for this study. The newly shared practices will form part of the resolutions to the professional development of academic staff.
Commentary on the Applications of Blended Learning in the Teaching and Learning Process – A Review Bandara, Kahengoda Mudiyanselage Niranga Thanuja; Jayaweera, Balasooriya Pathiranage Ajith
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.10

Abstract

Blended learning, an innovative approach that combines traditional face-to-face (FTF) instruction with online elements, has gained prominence in education. This article provides a comprehensive overview of blended learning, including its definition, advantages, disadvantages, and various factors that affect the effectiveness of this teaching and learning approach. It also explores students’ and teachers’ perceptions of blended learning and the challenges and issues that may arise in its implementation. Blended learning has been found to provide several benefits such as personalized learning, flexibility, improved engagement, cost-effectiveness, accessibility, and real-world skill development. However, it also presents challenges related to technological dependence, digital inequality, reduced face-to-face interaction, and assessment difficulties. Instructors may face challenges in terms of preparation, time management, and scheduling. Factors affecting learning in a blended environment include pedagogical approaches, technology infrastructure, teacher skills and training, student engagement, assessment methods, cultural and social context, and time management. Students and teachers generally perceive blended learning positively, citing improvements in learning outcomes and teaching practices. While blended learning offers a sound pedagogical approach, successful implementation requires addressing technical barriers, ensuring engagement, effective assessment and evaluation methods, effective time management, and providing instructor training and support. Data privacy and security, social isolation, and course redesign are also important considerations in implementing blended learning. In conclusion, blended learning is a versatile and effective educational approach with many advantages and challenges. To ensure its success, careful planning, continuous evaluation, and support for educators and learners are essential to create rich learning environments in a rapidly evolving educational environment.
What’s the Fuss about Extra Lessons? Empirical Evidence on Pupils’ Perception Nwosu, Kingsley Chinaza; Nwune, Emmanuel Chibuike; Anidi, Charles Amaechi; Oguezue, Nnaemeka Kenechi
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.11

Abstract

Divergent perspectives on extra lessons for pupils have dominated current discourse on instructional support. Debates regarding the benefits of extra lessons have been on the increase. A number of experts are of the view that primary school curriculum is overloaded. Often, there is no empirical data for evidence-based policies regarding this. We designed this pilot study to explore students’ extra lessons experiences in order to inform policies. We used a cross-sectional survey design to sample 261 students (male = 54%; female = 46%; mean age = 10.51±1.41) from six intact classes in two primary schools owned and operated by two tertiary institutions in Anambra State. We developed a questionnaire consisting of 9 items to gather students’ views on their extra lessons activities. Part A of the questionnaire comprises the participants’ demographic information while the part B consists of 9 items eliciting the experiences of the participants in extra lessons activities. Major findings demonstrated that the majority of students engaged in extra lessons were satisfied with the lessons, experienced little stress during extra lessons, and learned a lot from them. Furthermore, a higher proportion of male students were more dissatisfied with extra lessons than their female counterparts; and more students reported being dissatisfied with the extra lessons when they lasted longer than two hours per day. The implications of the findings were highlighted, and it was concluded that, while extra lessons may benefit primary school pupils, if not properly implemented, they may be detrimental to students’ mental health and learning outcomes.
National STEM Education Framework: Teachers’ Perspectives on the 2015-2022 Curriculum Cycle Manokore, Kudakwashe; Sibanda, Lwazi
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.12

Abstract

Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.
Predicting Physics Students’ Academic Performance: The Impact of Attitude, Self-Efficacy, and Personality Traits Appiah-Twumasi, Eric
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.13

Abstract

The study examined the predictive impact of attitude, self-efficacy, and personality traits on the academic performance of high school students in physics. A multistage random sampling technique was used to select 210 research subjects between the ages of 16 and 22 (SD=1.80) from three high schools in the Berekum East Municipality of Ghana. Three standardised questionnaires as primary data sources, namely: Attitude Toward Physics Learning (ATPL), Physics Learning Self-Efficacy (PLSE), and Students’ Personality Trait Inventory (SPTI), and additionally, Students’ Physics Mock Examinations scores as a secondary data source, were used for data collection and analysis through multiple regression. Data collected from respondents were compiled, sorted, edited and coded into the Statistical Package for the Social Sciences (SPSS) version 23. The results revealed a joint impact of 21.100% of the variance in attitude, self-efficacy, and personality traits in predicting the academic performance of students in physics. Furthermore, the multiple regression analysis revealed that student attitudes, self-efficacy, and personality traits significantly impact student academic performance in physics. The analysis further revealed that students’ personality traits best explained students’ academic performance in Physics (β = 0.232, t = 3.423; p < 0.050), followed by self-efficacy (β = 0.192, t = 2.738; p < 0.050), and attitude (β = 0.121, t = 2.011; p < 0.05). Based on the results obtained, the study recommended that physics students in the Berekum East Municipality’s attitudes, self-efficacy, and personality traits should be given greater attention by physics teachers, and other stakeholders because of their positive impact on students’ academic performance in physics.

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