Journal of Education For Sustainable Innovation最新文献

{"title":"Potentials Challenges of Twenty-First Century Pedagogies in Nigeria","authors":"O. Ajadi","doi":"10.56916/jesi.v2i1.832","DOIUrl":"https://doi.org/10.56916/jesi.v2i1.832","url":null,"abstract":"The concept of 21st-century pedagogies is the creative use of technological-aided teaching methods for the benefit of the students based on the prevailing situation.  The pedagogies include the use of technology integration, collaborative learning, student-centred learning, flipped classroom and gamification and game-based learning usually student-centred.  The concept of pedagogy in Nigeria, as in many other countries, refers to the strategies, methods, and approaches employed in the teaching and learning process.  The paper identified skills development, technology integration, increased student engagement, collaborative learning and teacher professional development as some potential that significantly contribute to enhancing the quality of education and equipping students with employable skills needed to succeed in the world of work.  The paper identified technology barriers, teacher training and professional development, large class sizes, curricular rigidity, resistance to change and limited resources as some of the challenges confronting the use of 21st-century pedagogies in educational institutions in Nigeria.  However, policy reforms, teacher training and professional development, technology integration, partnerships and research and monitoring are suggested as remedial plans to improve the use of 21st-century pedagogies in Nigerian schools.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"10 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Teaching Aids on The Academic Performance of Learners in Natural Science","authors":"Hilya Tulipomwene Shuulinawa Nghitoolwa, Moses Chirimbana, Medusalem Medusalem","doi":"10.56916/jesi.v2i1.835","DOIUrl":"https://doi.org/10.56916/jesi.v2i1.835","url":null,"abstract":"This qualitative study explores the impact of teaching aids on the academic performance of seventh-grade natural science learners at a selected school in the Kunene Region. The research focuses on understanding how instructional aids affect student comprehension, engagement, and overall academic achievement. A purposive sampling technique was used to select 10 seventh-grade students and two science teachers for semi-structured interviews, providing in-depth insights into their experiences with teaching aids in the classroom. Data were analyzed thematically, revealing key subthemes that illustrate the positive effects of teaching aids on learning outcomes. Results indicate that teaching aids, such as charts, models, and laboratory equipment, enhance understanding of concepts, increase student engagement, improve academic performance, promote critical thinking, and foster collaborative learning. However, the study acknowledges a significant limitation: its focus on a single region, which limits the generalizability of the findings to other contexts. Recommendations for educators and policymakers include investing in a variety of teaching aids, incorporating interactive learning techniques, and fostering collaborative learning environments. The study also suggests further research with larger sample sizes, across multiple regions, and using quantitative methods to validate and expand on these findings. Additionally, a longitudinal approach to understanding the long-term impact of teaching aids on educational outcomes is proposed as an area for future study. The insights gained from this study contribute to the ongoing discourse on effective teaching practices and underscore the importance of providing adequate resources to support natural science education.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"2 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of English Medium of Instruction on Students’ Academic Performance in Technical Institutions in Tanzania","authors":"Victor Ngaai","doi":"10.56916/jesi.v2i1.871","DOIUrl":"https://doi.org/10.56916/jesi.v2i1.871","url":null,"abstract":"The main objective of this study was to explore the influence of English as a medium of instruction on students’ academic Performance at Arusha Technical College in Tanzania.  This came after observing how the two languages: Kiswahili and English act as medium of instruction from lower to the higher levels of education respectively. English, as a second language in Tanzania, and a medium of instruction in higher learning institutions has shown discrepancies in students’ academic performance. Therefore, the study focused mainly on three specific objectives: to explore the use of English as a medium of instruction in terms of teachers’/students’ competency and confidence of students at Arusha Technical College, to describe the student’s academic performance in terms of proficiency in EMI, continuous assessment, and semester examination of students at Arusha Technical College, and to determine the relationship between the use of English as a Medium of instruction and the student’s academic performance in Tanzania. The study employed a quantitative research method specifically using descriptive and correlational research design. The secondary data were collected through a literature review; while the primary data were obtained through a self-constructed questionnaire. Questionnaire data were analyzed through the use of the Statistical Package for Social Sciences version 24 (SPSS). The study used a sample size of 100 respondents from Arusha Technical College where the English language is used as a medium of instruction. The results of the study revealed that most students had sufficient English language mastery due to the background of their previous education level. This fact led to the understanding and success in speaking and writing good English.  Further, the findings showed that the lecturers used code-switching and translation strategies to enable students to understand the lessons. The study recommends a need for further research to be conducted on other institutions of higher learning to make rational decisions about usefulness of the language of instruction.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"347 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pronunciation Assessment: Traditional vs Modern Modes","authors":"Ali Babaeian","doi":"10.56916/jesi.v1i1.530","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.530","url":null,"abstract":"This article discusses the significance of pronunciation in linguistic competence and its role in effective communication for English speakers. It highlights the potential issues arising from human-rated pronunciation assessments, including inconsistency and bias. To overcome these challenges, the article examines the adoption of AI-powered platforms in pronunciation assessment. These platforms offer rapid results while maintaining high validity standards. They rely on technologies like Automatic Speech Recognition (ASR) and speech analysis programs to evaluate pronunciation skills based on suprasegmental features such as stress and intonation.The article also explores the future of AI-powered pronunciation assessment, which presents both opportunities and challenges. These platforms offer scalability, consistency, and personalized feedback, enhancing the learning experience. However, they must address issues related to scoring model validity, speech data diversity, ethical concerns, and the integration of human and machine feedback. In conclusion, the adoption of AI in pronunciation assessment is transforming language testing, offering advantages in terms of efficiency and accessibility while posing challenges related to validity and ethical considerations. Ongoing research and development will be essential to ensure AI-powered platforms meet the evolving needs of language learners and educators in large-scale language tests.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"42 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measures To Develop the Ability To Self-Study Chemistry For High School Students With the Support of AI Chatbot","authors":"Nguyen Minh Giam, Nguyen Van Doc, Nguyen Thi Hoai Nam, Nguyen Thi Huong Giang, Ngo Tu Thanh","doi":"10.56916/jesi.v1i1.519","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.519","url":null,"abstract":"AI Chatbot is applied in most areas of life, in the field of education, AI Chatbot is also a term that many educators and teachers are interested in researching and applying. The most application of AI Chatbot in education is in teaching, AI Chatbot helps teachers make teaching work easier, saving more time. Besides, the development of self-study capacity is also a matter of concern in order to equip the necessary qualities and skills for an independent learner with a spirit of lifelong learning. The article presents measures to develop the ability to self-study Chemistry with the support of AI Chatbot for junior high school students. Thereby, teachers have orientations for building teaching scenarios to help students self-study and be autonomous in their learning when learning with AI Chatbot. With the benefits that AI Chatbot brings, learning with the support of AI Chatbot needs to be used not only in a specific subject or grade level, but should be used widely at all levels and for students. different subjects.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Parents in Forming Children's Independence","authors":"Maria Hidayanti, Lita Lita, Mubiar Agustin","doi":"10.56916/jesi.v1i1.478","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.478","url":null,"abstract":"Independence is an essential aspect that needs to be instilled in children. Independence becomes a desired goal for every parent, especially as their children enter the school phase. Therefore, parents should provide opportunities for their children to grow and develop, enabling them to cultivate independence effectively. This research aims to investigate the role of parents in shaping children's independence. The study employs a qualitative descriptive method, with the subjects consisting of five children attending RA Siti Khodijah Majalengka. The research was conducted in February 2023. Data were collected through interview, observation, and documentation techniques. The research findings highlight the crucial role of parents in fostering children's independence. Parents must provide opportunities and room for their children to continuously learn about independence, while also consistently motivating and reminding students to be self-reliant, avoid dependency on others, and be capable of self-direction in the future. Throughout the process of cultivating independence, parental consistency and patience are vital, encompassing every phase and aspect of developing independence in children aged 5-6 years at RA Siti Khodijah Majalengka. The implementation of stimulation through habitual practices in shaping the independence of 5-6-year-old children at RA Siti Khodijah Majalengka is carried out through several school programs or activities, and this can be extended to the home environment or wherever the child is situated, specifically through life skills. Notably, activities conducted at school have a significant impact on fostering independence in children. Children are consistently provided with motivation, stimuli, and positive habits, repeated on a regular basis within the school setting.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"335 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121250339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Female EFL Pre-service Teacher’s Emotional Geography in Teaching Practicum during Limited Face to Face Learning","authors":"Rizki Azizatul Ulya, Mansyur Srisudarso","doi":"10.56916/jesi.v1i1.486","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.486","url":null,"abstract":"The school environment serves as a domain of learning characterized by a diverse range of emotional complexities. The dynamics of affect that emerge within the classroom setting may give rise to heterogeneous interpretations among educators, influenced by the interactions and dynamics of proximity or distance between teachers and students. This research explores the emotional geography dimension of female prospective English language teachers in the context of conducting teaching practices during the period of limited face-to-face instruction. The narrative approach method is adopted with the intention of capturing narrative accounts concerning the affective experiences of female student teachers who are in the process of developing their careers as educators. The subjects of this study are female student teachers pursuing education as prospective educators within a state university institution in Karawang, West Java, Indonesia. The method of semi-structured interviews is implemented as a tool for collecting relevant data. The data that has been successfully collected pertains to the affective experiences of the participants while conducting teaching practices during the period of limited face-to-face instruction. Subsequently, this data is analyzed with reference to the conceptual framework of \"Emotional Geography\" proposed by Hargreaves (2001). This study reveals the affective experiences of female prospective teachers in the execution of teaching practices within the context of limited face-to-face instructional settings. The experiences undergone by these prospective teachers entail a multitude of emotions encompassing both positive and negative dimensions. Some of the emotions experienced encompass tension, fear, anxiety, surprise, confusion, stress, overwhelm, helplessness, empathy, relaxation, tranquility, happiness, pleasure, and gratitude.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123521496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Connected Mathematics Project in Vocational School: A Teaching Quality that Improves student's Mathematical Reasoning and Resilience","authors":"Silfi Audina, D. S. Nahdi, M. G. Jatisunda, U. Cahyaningsih","doi":"10.56916/jesi.v1i1.485","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.485","url":null,"abstract":"Mathematical reasoning and resilience are essential skills that students need to master in the process of learning mathematics. Both of these skills can be cultivated through instructional models that stimulate students to construct their own knowledge by connecting learning to the real world. One instructional model characterized by these aspects is the Connected Mathematics Project (CMP). Consequently, the purpose of this study is to analyze the effectiveness of the CMP instructional model in enhancing mathematical reasoning and resilience abilities. This research employs a quantitative approach utilizing a quasi-experimental design, specifically the nonequivalent posttest-only control group design. The study was conducted in one vocational high school in Majalengka. Sample selection was carried out using the cluster random sampling technique, resulting in a total of 18 students in the experimental group and 18 students in the control group. The research instruments comprised a mathematical reasoning ability test consisting of three open-ended test items and a mathematical resilience questionnaire. The findings of this study indicate that: (1) students' mathematical reasoning abilities in the CMP instructional model are higher compared to those in conventional instruction; (2) the average percentage of students' resilience attitudes in the CMP instructional model is higher than those in conventional instruction; and (3) CMP instruction is effective in improving both mathematical reasoning and resilience abilities among vocational high school students.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121821737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Project-Based Learning through the STEM Approach in Elementary Schools: How to Improve Problem-Solving Ability","authors":"Abdur Rasyid, Rinto Rinto, Mulia Susanti","doi":"10.56916/jesi.v1i1.477","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.477","url":null,"abstract":"Problem-solving ability is a fundamental competence that must be mastered by students. Consequently, the educational orientation across various stages of learning should emphasize the development of this competence. The objective of this study is to enhance problem-solving skills among sixth-grade students at SDN Munjul 03 through the implementation of Project-Based Learning model with a STEM (Science, Technology, Engineering, and Mathematics) approach. The research approach employed is quantitative, employing a pre-experimental design with a one-group pretest-posttest design. The research sample comprises 41 sixth-grade students at SDN Munjul 03. Data for this study were collected through observation, interviews, and tests. The findings of the research reveal that the average scores in the problem-solving skills test after the implementation of the Project-Based Learning model with the STEM approach are significantly better than before. Descriptive analysis of these results indicates a notable enhancement in problem-solving skills among students following the Project-Based Learning treatment with a STEM approach. The results of the hypothesis testing, utilizing the paired sample t-test method, also indicate that the difference between pre-treatment and post-treatment problem-solving skills test scores is statistically significant. Consequently, it can be deduced that a tangible improvement has occurred in the problem-solving abilities among the experimental class students. The conclusion drawn from this study is that the Project-Based Learning model with a STEM approach is effective in elevating problem-solving skills. The implementation of the Project-Based Learning model through the STEM approach can be regarded as one of the alternative solutions available to educators for enhancing students' problem-solving capabilities.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124590647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Mathematics Teaching Materials Using Didactical Design Research: A Study on Enhancing Pedagogical Content Knowledge in Quadratic Inequalities","authors":"Geri Syahril Sidik, Riza Fatimah Zahrah, Mimi Hariyani, Fadhilaturrahmi Fadhilaturrahmi","doi":"10.56916/jesi.v1i1.489","DOIUrl":"https://doi.org/10.56916/jesi.v1i1.489","url":null,"abstract":"This study presents the development of mathematics instructional materials using the Didactical Design Research (DDR) framework, aiming to enhance the Pedagogical Content Knowledge (PCK) of prospective mathematics teachers in fractional number operations. The research adopted the ADDIE model and encompassed Analysis, Design, Development, Implementation, and Evaluation phases. The evaluation involved expert validators specializing in Didactical Design Research (DDR), subject matter, media, and educators. The resulting Semester Lesson Plan (RPS) assessment scores and teaching materials demonstrated a \"Very Good\" categorization, indicating their validity and suitability for field testing. Notable findings highlight epistemological, ontogenetic, and didactic obstacles in students' understanding of quadratic inequalities. The instructional materials showed incremental effectiveness during classroom implementation, as evidenced by increasing percentages of successful sessions. This research's implications for the future include the potential adaptation of the DDR framework across diverse educational contexts, exploring technological integration, and enhancing educators' proficiency in implementing DDR-based pedagogies. By bridging theoretical foundations with practical application, this study contributes to advancing mathematics education by fostering innovative instructional materials grounded in Didactical Design Research.","PeriodicalId":322543,"journal":{"name":"Journal of Education For Sustainable Innovation","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115070621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}