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GIST-Education and Learning Research Journal最新文献

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Social Presence in an Emergency Remote Teaching (ERT) in English during Covid-19 新型冠状病毒肺炎期间英语应急远程教学中的社会存在
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-12-17 DOI: 10.26817/16925777.967
Sergio Alonso Lopera
{"title":"Social Presence in an Emergency Remote Teaching (ERT) in English during Covid-19","authors":"Sergio Alonso Lopera","doi":"10.26817/16925777.967","DOIUrl":"https://doi.org/10.26817/16925777.967","url":null,"abstract":"Many educational institutions had to move their face-to-face modality to online modality in a sudden way due to coronavirus disease 2019 (Covid-19). On this reflection a foreign language teacher describes his social experience in an Emergency Remote Teaching (ERT) when he moved his face-to-face classes to online ones. Based on Rourke et al. (2001) and Swan (2019), three elements were found on his online experience: cohesive teaching strategies, affective teaching strategies, and interactive teaching experiences. Asking for students’ mental health, giving advice, and keeping the video on were some of the strategies used. Conclusions suggest that it is vital to introduce people as human beings and touch their own realities during Covid-19 times. Recommendations include not only assessment practices such as take home exams, self-assessment and peer-assessment, but also monitor the ongoing process during emergency times.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80501550","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}
引用次数: 2
Problems of Teaching Phonological Awareness to Learning Disabilities Students 学习障碍学生语音意识教学的问题
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-12-17 DOI: 10.26817/16925777.961
M. Khasawneh
{"title":"Problems of Teaching Phonological Awareness to Learning Disabilities Students","authors":"M. Khasawneh","doi":"10.26817/16925777.961","DOIUrl":"https://doi.org/10.26817/16925777.961","url":null,"abstract":"This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77340725","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}
引用次数: 1
A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities During an Intercultural Exchange 跨文化交流中种族语言经验与语言身份建构的合作自我民族志
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-12-17 DOI: 10.26817/16925777.976
María Paula Campos Campos, Stephany Garzón Roa, María Paula Méndez, Jairo Enrique Castañeda Trujillo
{"title":"A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities During an Intercultural Exchange","authors":"María Paula Campos Campos, Stephany Garzón Roa, María Paula Méndez, Jairo Enrique Castañeda Trujillo","doi":"10.26817/16925777.976","DOIUrl":"https://doi.org/10.26817/16925777.976","url":null,"abstract":"This research is a Collaborative Autoethnography based on personal experiences as Au Pairs in the United States.  It aims to analyze the contributions of an intercultural exchange towards the construction of the teacher’s identity. It also seeks to analyze the current foreign language teaching practices in Colombia. We achieved more significant English teaching insights from our reflections, considering a flexible language structure, more comprehensive vocabulary, and English variety. Besides, this life-changing exposed ourselves to a target context that enriched our global notions and enhanced a new linguistic identity. Two years of living abroad made us think about a different teaching ideology founded on developing interest and sensibility for diverse cultures accepting broader linguistic features of the language. The results support the idea that educators shift those traditional strategies to more context-bound and intercultural ones to meet today’s needs and place the language as a means of co-construction of reality.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85832074","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}
引用次数: 2
Language Proficiency Development and Study Abroad Experience: A Study On EFL Learners 语言能力发展与海外留学经历:对英语学习者的研究
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-12-17 DOI: 10.26817/16925777.943
Fatma Kaya
{"title":"Language Proficiency Development and Study Abroad Experience: A Study On EFL Learners","authors":"Fatma Kaya","doi":"10.26817/16925777.943","DOIUrl":"https://doi.org/10.26817/16925777.943","url":null,"abstract":"Study abroad experience (SA) has been regarded as one of the best ways to enhance English language proficiency because it offers opportunities for learners to experience the use of English in real instances. The present study attempted to explore the language development of a group of EFL learners participating in Erasmus program for SA experience where English is not used as L1. To achieve this, the data were collected through three instruments; Language Contact Profile (LCP), Then and Now Survey, and semi-structured interviews. Fifty-nine students answered LCP and Then and Now self-assessment and eight students were interviewed. The quantitative result revealed that students experienced greater gains in their oral skills. On the other hand, qualitative results confirm the greater gains in speaking skills with respect to other skills. Moreover, the results highlighted the significance of the learning context and the quality and quantity of interaction for language development.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518370","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}
引用次数: 0
Persepsi Mahasiswa Terhadap Pembelajaran Daring Matematika Ideal Di Masa Pandemi Covid-19 学生对在线数学学习的感知在Covid-19大流行期间是理想的
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.106
B. R. Takaendengan, Asriadi Asriadi
{"title":"Persepsi Mahasiswa Terhadap Pembelajaran Daring Matematika Ideal Di Masa Pandemi Covid-19","authors":"B. R. Takaendengan, Asriadi Asriadi","doi":"10.33096/eljour.v2i2.106","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.106","url":null,"abstract":"This study aims to determine student perceptions of the ideal mathematics learning during the covid-19 pandemic. This research is a qualitative descriptive study which was carried out using observation, questionnaire and interview techniques to 36 students of mathematics education class 2020 Gorontalo State University  who had participated in online learning for 2 semesters. The results showed that mathematics learning carried out during the covid-19 pandemic was still not ideal with a percentage of 91.6% due to the nature of difficult and abstract mathematics material and there were several repeated obstacles that occurred in the online learning process, namely: 1) teachers were less proficient in use of online platforms; 2) teaching is carried out using only sound (audio); 3) the internet network is less stable so that students cannot participate in online learning. The recommendations for the ideal mathematics learning are: 1) in the online learning process the teacher must be able to master (proficiently) use the online platform used; 2) teachers must be able to design innovative and fun learning by utilizing the features available on the platform or utilizing objects that are around students; 3) teachers can provide learning resources that can be accessed at any time so as to facilitate students in order not to miss the subject matter.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72990051","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}
引用次数: 3
Pola Pendidikan Rasulullah Shallallahu ‘Alaihi Wasallam Sebagai Pendidik Ideal 先知教育模式Shallallahu ' Alaihi Wasallam为理想的教育者
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.114
Abdul Hamid Sulaiman
{"title":"Pola Pendidikan Rasulullah Shallallahu ‘Alaihi Wasallam Sebagai Pendidik Ideal","authors":"Abdul Hamid Sulaiman","doi":"10.33096/eljour.v2i2.114","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.114","url":null,"abstract":"This article discusses the pattern of education of the Prophet sallallaahu 'alaihi wasallam which is the foundation of education, especially Islamic education. The success of education applied by the Prophet Muhammad SAW, both in Makkah Al-Mukarramah approximately 13 (thirteen) years, and in Madinah Al-Munawwarah approximately 10 (ten) years, because of what he conveyed, he has applied first in all aspects of his life and his life. The education or teaching of the Prophet sallallaahu 'alaihi wasallam uses educational patterns, such as: Dialogue Pattern, Repetition Pattern, Praga Giving Pattern, Experiment Pattern, Problem Solving Pattern, Discussion Pattern, Joy Giving Pattern, and Sanction Giving Pattern.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81656545","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}
引用次数: 0
Fungsi dan Aplikasi Motivasi dalam Pembelajaran 激励学习中的功能和应用
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.121
Nur Farida
{"title":"Fungsi dan Aplikasi Motivasi dalam Pembelajaran","authors":"Nur Farida","doi":"10.33096/eljour.v2i2.121","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.121","url":null,"abstract":"The purpose of this research is to identify the factors that drive motivation, as well as the role of motivation in teaching and learning. This is a qualitative study conducted using library research methods. Work motivation is a driving force and source of encouragement that can elicit a sense of zeal, as well as modify human or individual behavior to lead to improved outcomes. Motivation is defined as the overarching driving force within the instructor that initiates and directs instructional actions in order to attain the objectives set forth by the teaching subject. So that every teacher is diligent in completing assignments, tenacious in overcoming obstacles (not easily discouraged), shows interest in a variety of problems, prefers to work independently, is not easily bored with routine tasks, is able to defend his or her point of view, and enjoys finding and solving problems.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85183372","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}
引用次数: 6
Konsep Pendidikan Akhlak Menurut Syekh Al-Zarnuji Dalam Kitab Ta'lim Al-Muta'allim
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.135
Abdulatief Zainal, A. Ansar
{"title":"Konsep Pendidikan Akhlak Menurut Syekh Al-Zarnuji Dalam Kitab Ta'lim Al-Muta'allim","authors":"Abdulatief Zainal, A. Ansar","doi":"10.33096/eljour.v2i2.135","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.135","url":null,"abstract":"The purpose of this research is to identify the factors that drive motivation, as well as the role of motivation in teaching and learning. This is a qualitative study conducted using library research methods. Work motivation is a driving force and source of encouragement that can elicit a sense of zeal, as well as modify human or individual behavior to lead to improved outcomes. Motivation is defined as the overarching driving force within the instructor that initiates and directs instructional actions in order to attain the objectives set forth by the teaching subject. So that every teacher is diligent in completing assignments, tenacious in overcoming obstacles (not easily discouraged), shows interest in a variety of problems, prefers to work independently, is not easily bored with routine tasks, is able to defend his or her point of view, and enjoys finding and solving problems.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84675998","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}
引用次数: 1
Wawasan Kepemimpinan Guru (Teacher Leadership) dan Konsep Guru Penggerak 教师领导的见解和推进教师的概念
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.113
Abdul Mansyur
{"title":"Wawasan Kepemimpinan Guru (Teacher Leadership) dan Konsep Guru Penggerak","authors":"Abdul Mansyur","doi":"10.33096/eljour.v2i2.113","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.113","url":null,"abstract":"This paper reviews teacher leadership and the concept of teacher driving. Teachers as leaders in the scope of learning need their own abilities in learning management and in terms of building relationships with other educational ecosystems. Based on the results of this paper, it can be concluded that; First, the leadership of the teachers (teacher leadership) is affecting the ability of learners to achieve the learning objectives and be able to establish communications with other educational ecosystem. The role of teacher leadership is as an interactive, consultative, participatory, and controlling figure. The teacher becomes the central figure in the management and implementation of learning. Efficient teacher leadership can be carried out in a democratic style that makes teachers more open in learning and becomes a collaboration space with students so that they can foster harmonization of intimacy. Second, the concept of the driving teacher is the formulation of educational policies that are directed at producing teachers as learning leaders. The characteristics of the driving teacher are designed as future education patrons who carry out learner-centered learning and empower fellow teachers in their area. Substantially, this policy implements a curriculum that is based on the educational philosophy of Ki Hadjar Dewantara where a learning leader must be able to reflect critically to contextualize these philosophical values in local and national contexts.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73576250","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}
引用次数: 7
Tafsir Teoretis Asas Fundamental Merdeka Belajar
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.97
Bisyri Abdul Karim, Akhmad Syahid
{"title":"Tafsir Teoretis Asas Fundamental Merdeka Belajar","authors":"Bisyri Abdul Karim, Akhmad Syahid","doi":"10.33096/eljour.v2i2.97","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.97","url":null,"abstract":"This paper examines the independence of learning which is the focus of advancing national education today. In the author's analysis, at least the big title “free learning” contains the complexity of the meaning of liberating the learning process which has been constrained by the system itself. There are three important things in the explanation of the Minister of National Education regarding freedom of learning, namely freedom of innovation, independent learning and creative learning. The author assumes these three things as the fundamental principles of the free learning policy. The three fundamental principles cannot be separated from the theoretical basis. Based on the results of the theoretical analysis carried out, it can be stated that the freedom of innovation will encourage teachers and students to be free without restraint to carry out various experiments to try new things to produce renewable ideas. Independent learning provides opportunities for students to choose to study to explore certain academic skills by formulating the motives of goals to be achieved according to their academic abilities. ","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90044899","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}
引用次数: 0
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