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INDONESIA
Indonesian Journal of Curriculum and Educational Technology Studies
Published by Universitas Negeri Semarang
ISSN : 22526447     EISSN : 25274597     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
Indonesian Journal of Curriculum and Educational Technology Studies (IJCETS) publish two major themes on educational technology and curriculum studies
Arjuna Subject : -
Articles 186 Documents
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Undergraduates Self-Regulated Learning: the Place of Social Media Addiction and Learning Strategies Iyiola, Ebunoluwa T.; Azikiwe, Judith C.; Omolayo, Benjamin O.
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 1 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i1.43726

Abstract

The emergence and wrong use of social media coupled with the lack of initiative for an acceptable learning strategy are factors for poor academic performance. Self-regulated learning improves academic performance, but there is a paucity of research on social media addiction, learning strategies and self-regulated learning. This study examined the role of social media addiction and learning strategy in undergraduates' self-regulated learning. Three hundred and fifty (350) participants conveniently sampled across four (4) universities in Nigeria responded to a structured questionnaire consisting of scales measuring variables of interest. Using Analysis of Variance and Independent T-test analyses, results showed that learning strategy and social media addiction have significant influence on self-regulated learning while gender had no significant influence on self-regulated learning. It is therefore concluded that social media addiction and learning strategy are determinants of self-regulated learning, and impacts on the academic performance of undergraduate students. Abstrak Kehadiran dan kesalahan penggunaan media sosial ditambah kurangnya inisiatif untuk strategi pembelajaran yang dapat diterima adalah faktor-faktor penyebab buruknya capaian pembelajaran. Pembelajaran mandiri memang mampu meningkatkan capaian akademik, tetapi tidak banyak penelitian terkait dengan kecanduan media sosial, strategi pembelajaran, dan pembelajaran mandiri. Penelitian ini mengkaji peran kecanduan media sosial dan strategi belajar mandiri mahasiswa. Responden penelitian ini sebanyak tiga ratus lima puluh (350) dari empat (4) universitas di Nigeria, dan semuanya merespon kuesioner terstruktur yang berupa skala ukur terhadap variabal ketertarikan. Dengan menggunakan analisis varian dan independent T-test, penelitian ini menunjukkan bahwa strategi pembelajaran dan adiksi media sosial berpengaruh signifikan terhadap self-regulated learning, sedangkan gender tidak berpengaruh secara signifikan terhadap self-regulated learning. Oleh karena itu disimpulkan bahwa kecanduan media sosial dan strategi pembelajaran merupakan faktor penentu pembelajaran mandiri dan berdampak pada capaian pembelajaran mahasiswa.
Social Realism Project on Brings Back Knowledge into Curriculum Policy Making Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v8i2.46023

Abstract

The significant change in curriculum policy shifts the orientation of how to develop the curriculum no longer based on subject-matter but prioritizes competency as a basis. In Indonesia, for example, in 2004 the government officially issued a new curriculum policy called Competency-based Curriculum in which emphasizes competency or skills as the most important things that the students should gain. According to Priestley and Biesta (2013), this phenomenon is common throughout the world, not only in Indonesia but also in Scotland, UK, Australia, New Zealand, and many more. Curriculum that emphasizes more on skills or competencies than knowledge gained much criticism from many scholars. One of the most prominent criticisms comes from scholars’ groups who hold strongly social realism as an epistemological foundation. They have a vision to bring back the knowledge into curriculum policy making, because the imbalance of the curriculum more on skills will lead the students to lose the aims, purposes, and direction of education they got involved in. Amidst this issue, Barrett and Rata (2014) published an edited book comprising several articles under the spirit of bringing back knowledge into the curriculum.
Using African Indigenous Knowledge in Conceptualizing Peculiarities-Based Teacher Education Curricula for African Universities Rufai, Saheed Ahmad; Adedeji, Luqman Lekan; Musa, Bello
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 1 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i1.46800

Abstract

The dominant nature of Western models of teacher education in African universities has become a subject of great concern. Research reveals that teacher education curriculum models in such universities are either a wholesale importation or partial duplication of some of the dominant models of teacher preparation especially the Teachers College, Columbia and University of Wisconsin, Madison models. Accordingly, such curricula are ostensibly non-African in nature. Consequently, there is a clamour for an African indigenous model with potential to produce African-based teachers for Africa and its Diaspora. This study which has Indigenous Knowledge as its theoretical basis attempts to formulate university-based Afrocentric teacher education curriculum. The study employs a multiplicity of methods comprising curriculum criticism, the historical method, the analytic method, and creative synthesis. Its significance lies in its potential to contribute to the promotion of the African identity through ideologically independent teachers for ultimate implementation of school curricula in Africa. Abstrak Dominasi pendidikan keguruan model Barat di universitas-universitas Afrika telah menjadi perhatian yang besar. Beberapa penelitian mengungkapkan bahwa model-model pengembangan kurikulum pendidikan keguruan sepenuhnya merupakan impor atau duplikasi dari model beberapa model dominan persiapan calon guru, terutama Teachers College, Columbia dan universitas Wisconsin, Madison. Dengan demikian, kurikulum yang dijalankan seolah-olah tidak kontekstual Afrika. Akibatnya, muncul tuntutan lahirnya model asli Afrika yang potensial menghasilkan guru-guru berbasis Afrika untuk Afrika dan diasporanya. Kajian ini menggunakan pengetahuan pribumi sebagai basis teoretik untuk mengembangkan kurikulum pendidikan keguruan berbasis universitas yang menempatkan nuansa dan konteks Afrika sebagai fokus utama. Kajian ini menggunakan beragam metode, antara lain kritik kurikulum, telaah sejarah, metode analitik, dan sintesis kreatif. Signifikansi kajian ini terlatak pada potensinya berkontribusi bagi promosi identitas Afrika melalui guru-guru yang secara ideologis independent untuk mengimplementasikan kurikulum sekolah-sekolah di Afrika secara optimal.
Index & Acknowledgement Subkhan, Edi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 8 No 2 (2020): November 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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The Role of Interactive Whiteboards for Enhancing Teaching and Learning in Higher Education Qader, Mahdi Azeez
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 1 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i1.48453

Abstract

More recently technology has opened up variety fortune doors in the education sector. Therefore, technology has become one of the important parts in the teaching and learning process. One of the technology tools may have enhanced the process is IWBs. This paper focuses on the significance of the interactive whiteboard to enhance the learning process by supporting different learners. Hence, this research used qualitative approach by using observation and interview methods. The data was collected at two private universities. 105 learners were observed, 15 students interviewed and 7 teachers questioned. The results illustrated that IWBs have significant impact to support different learning styles and increases the level of engagement. Abstrak Sekarang teknologi telah membuka banyak pintu peluang perubahan di dunia Pendidikan. Oleh karena itu, teknologi menjadi bagian yang sangat penting dalam proses belajar-mengajar. Satu jenis teknologi agaknya terkait dengan hal ini adalah papan tulis interaktif. Artikel ini focus pada signifikansi papan tulis interaktif dalam meningkatkan kualitas proses pembelajaran sebagai cara memfasilitasi belajar siswa. Data penelitian diambil dari dua universitas swasta, observasi dilakukan terhadap 105 mahasiswa, sebanyak 15 mahasiswa dan 7 guru diwawancara. Hasil penelitian ini menunjukkan bawah papan tulis interaktif memiliki dampak signifikan dalam menunjang berbagai ragam gaya belajar mahasiswa dan juga meningkatkan level keterlibatan mahasiswa.
Enriching the Lagos Model of Student Teaching with Pedagogical Provisions from the Columbia Model
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 2 (2021): November 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i2.47262

Abstract

The achievements of teacher preparation models have been studied through the use of input-output models. While teacher education programmes are considered to be the input, student achievements are the output. Consequently, certain models have been found to be more effective and evaluated more than others. It is noted that of all the components that constitute teacher education programme, the student teaching has received less attention. This study evaluates the student teaching sub-components of the University of Lagos, Faculty of Education and the University of Columbia Teachers College, with a view to attempting an enrichment of the former with some of the best pedagogical provisions from the latter. With the use of an adopted instrument tagged Comprehensive School Reforms Classroom Observation System (CSRCOS) and other trainee records, the evaluation identifies strengths and weaknesses as well as best practices for enrichment purposes. Results reveal that there were disparities in Lagos teacher trainees’ scores by their Departments and over a period of three academic sessions. These disparities can be defined and explained by the mode and type of field experience that the student teachers were exposed to. The study underscores some of the Columbia pedagogical practices for systematic replication by the Lagos Model. Abstrak Capaian model persiapan guru sering dikaji menggunakan model input-output yang menempatkan pendidikan keguruan sebagai bagian dari input dan capaian belajar siswa bagian dari output. Beberapa model diketahui lebih efektif disbanding lainnya, hanya saja komponen program Pendidikan guru dan pengajaran oleh siswa tidak banyak memperoleh perhatian. Oleh karena itu, penelitian ini mengkaji praktik pengajaran siswa sebagai bagian dari program Fakultas Ilmu Pendidikan, Universitas Lagos dan Columbia Teachers College yang diatahkan untuk memperkaya praktik pengajaran dengan mengadopsi instrument Comprehensive School Reforms Classroom Observation System (CSRCOS) dan catatan pelatihan lainnya. Kajian dalam penelitian ini mengidentifikasi kekuatan dan kelemahan yang ada dengan tujuan memperkaya pengalaman mengajar siswa. Melalui penelitian ini diperoleh kesenjangan di program pelatihan guru di Lagos sesuai departemen masing-masing dalam kurun waktu tiga semester. Kesenjangan tersebut dikategorisasikan sesuai dengan mode dan tipe pengalaman lapangan siswa mengajar. Kajian ini menegaskan bahwa terdapat beberapa praktik baik pedagogic dari Columbia Teachers College yang direplikasi secara sistematis oleh model Lagos.
Analyzing Teaching Needs to Develop Digital Technology Innovation for Learning Process during the COVID-19 Outbreak
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 2 (2021): November 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i2.48617

Abstract

This research examines the use of digital technology as an intervention plan for teaching during the COVID-19 outbreak in Indonesia. It assesses the readiness and preparedness of 103 social science lecturers from universities in Tangerang Kota to use digital technology for teaching during the pandemic. Many lecturers were reluctant to improve their abilities and skills in digital technology, and some found it challenging. The study used a quantitative and semi-structured qualitative method to analyze the application of technology and investigate lecturers' abilities and skills in using digital technology during the outbreak. The result revealed that 69 respondents were capable and skilled in developing technological innovation. The remaining 34 respondents faced difficulties and were advised to relearn the development of innovative technology for 21st-century learning. This research offers insights into the challenges and opportunities of using digital technology for teaching during a pandemic and highlights the importance of technological readiness. Abstrak Penelitian ini mengeksplorasi penggunaan teknologi digital sebagai rencana intervensi untuk mengajar selama pandemi COVID-19 di Indonesia. Penelitian ini menilai kesiapan dan persiapan 103 dosen ilmu sosial dari universitas di Tangerang Kota dalam menggunakan teknologi digital untuk mengajar selama pandemi. Banyak dosen yang enggan meningkatkan kemampuan dan keterampilan mereka dalam teknologi digital, dan beberapa dari mereka menganggapnya sulit. Studi ini menggunakan metode kuantitatif dan semi-terstruktur kualitatif untuk menganalisis penerapan teknologi dan menyelidiki kemampuan dan keterampilan dosen dalam menggunakan teknologi digital selama pandemi. Hasilnya menunjukkan bahwa 69 responden mampu dan terampil dalam mengembangkan inovasi teknologi. Sementara 34 responden lainnya mengalami kesulitan dan disarankan untuk mempelajari kembali pengembangan teknologi inovatif untuk pembelajaran abad ke-21. Penelitian ini memberikan wawasan tentang tantangan dan peluang penggunaan teknologi digital untuk mengajar selama pandemi serta menyoroti pentingnya kesiapan teknologi.
Developing 3D Automated Human Heart Model to Teach Abstract Concept of Biology
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 2 (2021): November 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i2.49104

Abstract

Models are direct replicas, images, or copies of real objects or figures. They are made in place of the original object and therefore used as such in place of the original. Inability to have access to mammalian internal organs is one of the challenges in teaching some concepts in Biology. Hence, the need to develop a 3-dimensional automated model of the human heart (3-DAMHH) to teach Biology concepts in Ilorin, Nigeria. The study was a developmental research design model. ADDIE model was adopted. The findings of this study revealed that a 3-dimensional (3D) automated model of the human heart was successfully developed with silicon gum, pop, oil paint, hosepipe, pumping devices, transformer, and diode. Findings also revealed that a 3-dimensional automated model of the human heart was cost-effective. This study recommends biology teachers use 3-DAMHH for teaching abstract concepts in biology. Abstrak Model adalah replika langsung, gambar atau salinan dari benda atau angka nyata yang dibuat sesuai dengan objek aslinya dan karenanya digunakan seperti objek aslinya. Ketidakmampuan untuk mengakses organ dalam mamalia merupakan salah satu tantangan dalam mengajarkan beberapa konsep dalam mata pelajaran Biologi. Oleh karena itu, perlu dikembangkan model jantung manusia otomatis 3 dimensi (3-DAMHH) untuk mengajarkan konsep Biologi. Dalam hal ini ini peneliti mengambil konteks di Ilorin, Nigeria. Penelitian ini merupakan penelitian pengembangan menggunakan model ADDIE. Temuan penelitian ini mengungkapkan bahwa: model jantung manusia otomasi 3 dimensi berhasil dikembangkan dengan permen karet silikon, pop, cat minyak, selang, perangkat pompa, transformator, dan dioda. Temuan lain juga mengungkapkan bahwa model otomatis 3 dimensi jantung manusia hemat biaya. Studi ini merekomendasikan agar para guru Biologi menggunakan 3-DAMHH untuk mengajar konsep abstrak dalam biologi dalam pembelajaran mereka.
Predictors of Instructors’ Teaching Performance: Basis for Online Teaching Enhancement
Indonesian Journal of Curriculum and Educational Technology Studies Vol 9 No 2 (2021): November 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v9i2.49525

Abstract

The instructors’ teaching skills and satisfaction are vital in their online teaching performance. This study determined the college instructors’ online teaching skills and satisfaction in relation to their teaching performance. This study utilized a descriptive-correlational design. One hundred twenty-one college instructors were chosen as respondents through random sampling. The researchers used frequency, Percentage, Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient and Stepwise Multiple Regression Analysis in analyzing the data. Results showed that instructors had excellent teaching skills, a very high level of job satisfaction, and very satisfactory teaching performance in online classes. Social and communication skills in teaching and the support that the instructors received from the institution were the predictors of their online teaching performance. Administrators may extend support to the instructors with training and workshops and give rewards and incentives for those outstanding faculty to enhance their satisfaction and encourage others to perform better in online teaching. Abstrak Keterampilan mengajar dan kepuasan dari instruktur penting dalam kinerja pembelajaran online mereka. Penelitian ini menelaah keterampilan instruktur kampus dalam mengajar online dan kepuasan terkait dengan kinerja mengajar mereka. Penelitian ini menggunakan desain deskriptif-korelasional, sebanyak 121 instruktur kampus dipilih sebagai responden menggunakan teknik sampling acak. Peneliti menggunakan frekuensi, persentase, rata-rata, standar deviasi, teori koefisien korelasi produk momen dari Pearson, dan analisis multiple regresi dari Stepwise untuk analisis data. Hasil penelitian menunjukkan bahwa para instruktur telah memiliki keterampilan mengajar yang luar biasa dengan tingkat kepuasan kerja yang sangat tinggi dan juga menunjukkan kinerja mengajar kelas-kelas online yang sangat memuaskan. Keterampilan sosial dan komunikasi dalam mengajar dan dukungan yang diterima oleh para instruktur dari Lembaga menjadi predictor dari kinerja pengajaran online mereka. Tenaga administrasi juga menjadi faktor pendukung para instruktur melalui pelatihan dan lokakarya serta pemberian hadiah dan insentif bagi fakultas yang telah menunjukkan kinerja luar biasa untuk meningkatkan tingkat kepuasan dan mendorong fakultas lain untuk juga meningkatkan kinerjanya dalam pengajaran online.
Integrating Climate Change and Smart Agriculture Contents into Nigerian School Curriculum
Indonesian Journal of Curriculum and Educational Technology Studies Vol 10 No 1 (2022): April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v10i1.50938

Abstract

The importance of the agricultural sector to the Nigerian economy is highly invaluable, although, it is highly responsive and vulnerable to climate change. Climate change has caused decline and volatility in agricultural production, thereby exacerbating food insecurity and hunger in countries such as Nigeria. Most of the Nigerian farmers are rainfed and conservative towards technological change, this calls for the need to develop curriculum contents on smart agriculture for youth who will steer agricultural activities in the nearest future. This study adopts Stufflebeam’s (Content-Input-Process-Product) curriculum content creation process to develop content on climate change and smart agriculture for incorporation into the senior school agricultural science curriculum in Nigeria. The contents were developed using the Food and Agricultural Organization of the United Nations outlined climate-smart agricultural practices as suggested in themes 1 and 2 of the curriculum Abstrak Sektor pertanian sangat penting bagi perekonomian Nigeria, meskipun sangat responsif dan rentan terhadap perubahan iklim. Perubahan iklim telah menyebabkan penurunan dan ketidakstabilan dalam produksi pertanian, sehingga memperburuk kerawanan pangan dan kelaparan di negara-negara seperti Nigeria. Sebagian besar petani Nigeria menggarap pertanian tadah hujan dan konservatif terhadap perubahan teknologi. Kondisi tersebut meniscayakan perlunya mengembangkan konten kurikulum pertanian cerdas (smart agriculture content) untuk pemuda yang akan mengarahkan kegiatan pertanian dalam waktu terdekat. Studi ini mengadopsi model Stufflebeam (Content-Input-Process-Product) dalam proses pembuatan konten kurikulum untuk mengembangkan materi tentang perubahan iklim dan pertanian cerdas untuk dimasukkan dalam kurikulum ilmu pertanian sekolah menengah di Nigeria. Konten dikembangkan mengacu pada Organisasi Pangan dan Pertanian Perserikatan Bangsa-Bangsa yang menguraikan praktik pertanian cerdas iklim sebagai tema 1 dan 2 yang disarankan dari kurikulum

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