Education Policy and Development (EPD)
The Journal of Education Policy and Development (EPD) is a scholarly platform dedicated to advancing discourse on education policy and its development. This journal is conceived with the objective of addressing a critical gap in academic literature and providing a comprehensive outlet for rigorous research and analysis in the field of education policy. As a peer-reviewed publication, the EPD Journal invites diverse discussions employing various approaches and methodologies on education policy discourse across all educational levels. This encompasses, but is not limited to: - Sociology to school learning and teaching: The topic covers but is not limited to the social integration of education, socialization, Social Placement, social and cultural innovation. - Digitalization of Schools: but not limited to Learning Methods in the Industrial Revolution Era 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching, online learning, evaluation of distance learning, the effectivity of distance learning - Curriculum review and program planning research: The topic covers but is not limited to curriculum and instruction, curriculum development, curriculum evaluation, 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 (economic, social, and physical) - Higher Education Development, including Higher education quality assurance, human resource, finance and Internationalization. - Education (Miscellaneous) The issue also invites high-quality research on teaching and learning processes, school leadership and policy, instructional techniques and programs, assessment practices, and developments in learning technology.
Articles
5 Documents
Search results for
, issue
"vol. 1 no. 2 (2023): education policy and development"
:
5 Documents
clear
<![CDATA[Effectiveness of Self-Made E-Learning Videos for Dual Sports in Enhancing The Performance of Bachelor of Physical Education Students ]]>
<![CDATA[Johncel P Bueza]]>;
<![CDATA[Timothy John O Vallejo]]>;
<![CDATA[Hanz Martin Flores]]>;
<![CDATA[Maria Teresa M Rodriguez]]>
<![CDATA[ Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development ]]>
Publisher : <![CDATA[Research Synergy Foundation ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/epd.v1i2.1404
<![CDATA[This study aimed to determine the effectiveness of self-made e-learning videos in enhancing the dual sport footwork performance of Bachelor of Physical Education students at Laguna State Polytechnic University. This study employed a pre-experimental – single-group pretest, post-test research design. The participants were purposively selected and are taking dual sports courses. Their performances were evaluated by determining the pretest and posttest mean scores and the significant differences of the variables and describing the learners' satisfaction rate on the effectiveness of e-learning videos. Based on the findings, there was a significant difference in the participants' pretest and posttest mean scores, which means that using e-video in PE sports courses enhanced their performance. The e-learning videos influence students' understanding of the basic footwork for dual sports and with high satisfaction with the learnings acquired from the videos. It was concluded that Self-made e-learning videos are effective, efficient, and useful alternative learning material for teaching dual sport footwork. It is encouraged that e-videos for dual sports courses could be adopted across the BPED LSPU system, and the use of e-learning videos may replicate in other education courses in other universities. In addition, there is a need to develop strategies to enhance the effectiveness of the e-learning course.]]>
<![CDATA[Rethinking The United Nations – Nigeria Partnership Towards Girl Child Education and Gender Equality Reforms: A Systematic Review ]]>
<![CDATA[Anthony Ejue Egberi]]>;
<![CDATA[Madumelu Harrison Christian Madubueze]]>
<![CDATA[ Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development ]]>
Publisher : <![CDATA[Research Synergy Foundation ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/epd.v1i2.1528
<![CDATA[The study focused on the United Nations-Nigeria cooperation in correcting the skewed male-dominated educational system in the Northern states of Nigeria, characterized by extremist beliefs, inequitable education, and gender inequality. As a result, the report contends that the prevalence of sex discrimination exacerbates concerns about female child education and gender inequality. The paper investigated inequitable quality education (SDGs 4) and gender equality (SDGs 5). Furthermore, the study extracts the UN-Nigeria partnership in transforming the Northern states' male-dominated educational system. It also looked at the factors contributing to inequitable quality education and gender equality and the numerous UN-Nigeria partnerships for girl-child education and gender equality. The study collected data from secondary sources and analyzed the data using content analysis. The paper raised several questions and specifically examined issues such as: why parents in the Northern States believe that girl child education is irrelevant, why all adduction is aimed at girls and the role and challenges of the UN-Nigeria partnership in reforming the male-dominated educational system in the Northern states of Nigeria. Finally, the study concluded with policy recommendations.]]>
<![CDATA[Innovation to Learn to Identify Animals with The Storytelling Method Using an Illustrated Flashcard Based on Augmented Reality ]]>
<![CDATA[Denik Ristya Rini]]>;
<![CDATA[Agnisa Maulani Wisesa]]>;
<![CDATA[Retno Tri Wulandari]]>
<![CDATA[ Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development ]]>
Publisher : <![CDATA[Research Synergy Foundation ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/epd.v1i2.1544
<![CDATA[Knowing the characteristics of animals is one of the competencies for early childhood. To learn this topic, the teacher usually uses two-dimensional animal illustrations. Along with the times, the use of learning media with technology-based is highly recommended for use in the learning process. Responding to this, this study's main aim was to design and develop 3D flashcards as learning media based on augmented reality that can be integrated with smartphones. The developed media will be used to convey learning material about animal characteristics by recognizing their anatomy through three-dimensional flashcard illustrations and the distinctive sound of each animal. The research method used the ADDIE model. The 3D flashcards were implemented for 60 children from two classes, aged between 5 – 6 years, and four teachers. The results were obtained that 92% of children could recognize animal characteristics in each 3D flashcard scanned using a smartphone. The sound in each animal helps students recognize the type of animal they are studying more. According to the teacher, utilizing this technology greatly increases children's enthusiasm for learning. The limitation of this study is the learning method that must involve parents. The novelty of this research is a learning method that involves parents using smartphones for positive purposes in the child's learning process. Some parents are against using smartphones for early childhood, but without realizing it, the demand for technology literacy must get used to it from childhood.]]>
<![CDATA[Learning Action Cell as A Channel for Teacher’s Professional Competence in Elementary Schools in the Divisions of Laguna ]]>
<![CDATA[Liezl Ayuso Conde]]>;
<![CDATA[Alberto D Yazon]]>;
<![CDATA[Consortia S Tan]]>;
<![CDATA[Marcial M Bandoy]]>
<![CDATA[ Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development ]]>
Publisher : <![CDATA[Research Synergy Foundation ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/epd.v1i2.1590
<![CDATA[This study investigated the relationship between the Learning Action Cell (LAC) level and teachers' professional competence. It utilized quantitative correlational design to assess and analyze the data of elementary teachers and how the LAC empowers and capacitates them on the various techniques and methodologies to be competent enough to deliver effective teaching facilitation. The 619 teachers respondents from nearby three (3) Schools Divisions were assessed on how LAC training every year improved their competencies. The finding proved that the more LAC sessions conducted, the higher the teacher’s competencies gained. The quantitative correlation denoted that the quality of implementation of the Learning Action Cell training based on the study result was very high. It visibly manifested in the total impact of LAC training is enhancing and empowering teachers' professional competencies. This study proved that it is an essential component of the education system as they provide a platform for collaboration, professional development, problem-solving, and continuous learning among teachers.]]>
<![CDATA[Student’s Engagement and Perception of Gamification in Mathematics ]]>
<![CDATA[Heny Solekhah]]>;
<![CDATA[Imam Darul Kutni]]>;
<![CDATA[Ario Bagus Pamungkas]]>
<![CDATA[ Education Policy and Development Vol. 1 No. 2 (2023): Education Policy and Development ]]>
Publisher : <![CDATA[Research Synergy Foundation ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/epd.v1i2.1779
<![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 students’ reactions and emotions in playing the game. 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 students’ 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.]]>
