Search Results for
"Teaching"

Understanding concepts and solving problems is one of the essential abilities that students must master. To empower this ability, teaching materials that meet the characteristics of 21st-century learning are needed, including the electronic LI-PRO-GP learning model module. The LI-PRO-GP learning model is one of the learning models that elaborates project learning with literacy and character. Involving literacy and character components in project learning is what distinguishes this learning model from project learning models in general. This study aimed to develop a feasible, practical, and effective LI-PRO-GP learning model e-module to improve students’ conceptual understanding and problem-solving skills. The research employed a Development Research method using ADDIE design framework. The research was conducted from July 2023 to September 2024 in junior high school in Malang City. The subjects of this study included four experts for the feasibility test, two teachers and 34 Grade students for the practicality test, and 27 Grade VIII students for the effectiveness test. Non-test data to assess the e-module’s feasibility and practicality were collected using expert and practitioner assessment instruments. Test data for evaluating conceptual understanding and problem-solving skills were obtained through valid and reliable multiple-choice and essay questions. Descriptive analysis was used to interpret feasibility and practicality data, while paired sample t-tests were conducted to determine the e-module’s effectiveness. The findings indicated that the developed LI-PRO-GP learning mdel e-module is both feasible and practical as a teaching material for vibration and wave topics. Moreover, the paired sample t-test results demonstrated that learning with the LI-PRO-GP e-module significantly improved students’ conceptual understanding and problem-solving skills. © 2025 by the authors.

This study explores the development of a Project-Based Learning (PBL) model incorporating multiliteracy pedagogy to enhance students' critical thinking, problem-solving, decision-making skills, and environmental literacy. The research is motivated by the increasing environmental issues caused by human behavior, particularly excessive consumption patterns and unsustainable habits among students. Addressing these challenges requires an education system that fosters environmental awareness and essential 21st-century skills. The study employs a Research and Development (R&D) approach using the Dick, Carey, and Carey instructional design model. The research is conducted in junior high schools through three phases: pre-development, development, and post-development. Data collection involves both qualitative and quantitative methods, including expert evaluations, student feedback, and statistical analyses of learning outcomes. A control-experiment design is employed to assess the suggested model's efficacy. The results show that using the PBL paradigm with multiliteracy pedagogy significantly improved students' critical thinking, problem-solving, decision-making, and environmental literacy. The model's ability to promote greater environmental responsibility and cognitive engagement was demonstrated by the experimental group's higher N-Gain score when compared to the control group. The data's validity and reliability were validated by statistical analysis, which revealed a significant difference (p < 0.05) between the pretest and posttest results. This study emphasizes how crucial it is to combine PBL with multiliteracy teaching in order to improve students' overall development. The implications suggest that educators should adopt innovative learning strategies to cultivate students’ environmental literacy and higher-order thinking skills, preparing them for future challenges in sustainable living and decision-making. © 2025 by the authors;.

This article summarizes the main results of a research on teachers working in secondary school VET in Chile by reviewing the principal features of teacher professional identity, including their beliefs and perceptions about teaching for job and their experiences in the context of the school settings in which they work. Empirical findings were collected from a survey of 490 teachers and 31 in-depth interviews. Analysis of these findings shows the emergence of a distinctive teacher professional identity. The identity emphasizes a practical teaching model that is associated with the application of a pedagogy of accompaniment, but which also demonstrates tensions and difficulties of interaction regarding the traditional academic school model. Teachers pointed out as common the weakness of institutional support, the weak link with employers and productive agents and the recurrent need to show their own individual initiative in order to face the challenges of training students. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

This study explores the development and implementation of specific rubrics for the assessment of competencies in the practicum of the Master’s Degree in Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language teaching (MCSE). Higher education programs, particularly in teacher training, including the Practicum of the MCSE, have generated a significant amount of written feedback to support competency assessment and professional development. Through an iterative collaborative process, assessment rubrics were developed and refined with twin focuses on the quality of students’ reports and their attitude during their practicums. The result is two rubrics that have better alignment of learning objectives and praxis and that can support more detailed and more objective assessment. Notably, the involvement of the tutoring team in the validation process was crucial in refining the competency of descriptors to provide comprehensive feedback and greater consistency of assessment. The involvement of tutors is essential, as they not only provide external perspectives that enrich the analysis of Practicum activities but also help clarify learning objectives and promote the development of students’ competencies. In this process of guidance and monitoring, rubrics stand out as effective tools for assessing acquired competencies, fostering teacher training that meets the contemporary needs of the educational environment. © 2025 Common Ground Research Networks. All rights reserved.

Information and communication technology development in recent years has brought significant educational changes. Virtual learning environments (VLEs) provide students with interactive and flexible online learning. This study aims to quantitatively evaluate the effectiveness of the virtual lab platform (VLP) in improving students' programming skills, focusing on aspects of logic and algorithms, syntax and code structure, and variables and functions. The total sample of 64 students was chosen using a purposive sampling technique and was divided into the experimental group (34 students) and the control group (30 students). Data collection in this study involved several methods: programming skill tests, questionnaires, and monitoring VLP activity logs. According to research results, VLP improves students' programming skills more significantly than conventional methods. Data analysis shows significant differences between the experimental group with VLP and the control group with conventional methods, supporting the effectiveness of VLP as an alternative to learning. In addition, students' positive perception of VLP contributes significantly to learning motivation and ease of use, suggesting that learning technologies such as VLP can improve overall learning motivation. This study provides an empirical basis for educational institutions to consider VLP as a teaching strategy to increase students' learning potential in programming. © 2025 Malque Publishing. All rights reserved.

This study provides an overview of the level of students’ cognitive load in learning English in vocational schools. A quantitative descriptive study uses a cross-sectional survey conducted to measure the level of cognitive load of students in learning English in vocational schools. The subjects are 69 respondents who are students from one of the private vocational schools in Denpasar City. A questionnaire with 9 Likert scales is used to measure Intrinsic Cognitive Load (ICL) and Extraneous Cognitive Load (ECL). Data are analysed with 5 category scales based on the ideal score of the instrument used. The results show that Intrinsic Cognitive Load (ICL) dominates English learning in vocational schools compared to Extraneous Cognitive Load (ECL). The percentage of cognitive load level is dominated at a high level for Intrinsic Cognitive Load (ICL) and a medium level for Extraneous Cognitive Load (ECL). Because the results of this study explain the high cognitive load of Intrinsic Cognitive Load (ICL) level, it is recommended to balance the cognitive challenge in teaching materials so as not to burden students in learning English speaking in vocational schools. Future research should aim to examine the factors that influence these differences in cognitive load levels more comprehensively in a broader context to improve generalizability. © 2025, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.

This study aims to provide a comprehensive analysis of the evolution and current status of teaching competency in China, contextualized within various educational levels and systemic components. Drawing upon systems theory, with the quantitative research having 379 sample size which is employed through SPSS software. The multidimensional nature of teaching competency encompassing knowledge, skills, and attitudes is scrutinized. Employing a comparative framework, the research elucidates how input factors such as teacher qualifications, throughput processes like pedagogical methods, and output metrics such as student outcomes contribute to defining teaching competencies. The research probes into the role of cognitive psychology and student-centered approaches in modern Chinese educational settings. This identifies key differential factors in lower and higher academic settings, including policy guidelines, curricular focus, and evaluation mechanisms. Addressing a significant research gap, this investigation aims to offer actionable insights into enhancing teaching competency in China, focusing on four primary research objectives that range from examining input factors to understanding system-level influences. © 2025 selection and editorial matter, Hafinaz, Hariharan R and R. Senthil Kumar.

Diagnosing students’ misconceptions in engineering education is a crucial task for designing targeted instructional interventions. This study presents a new approach to the development and validation of Four-Tier Diagnostic Test as an instructional tool for assessing engineering students’ conceptual understanding and misconceptions. The study aimed to evaluate the psychometric properties of the developed instrument and to identify the level of engineering students’ conceptual understanding and misconceptions in microwave engineering courses. A cohort of 141 undergraduate engineering students who took part in the course were administered with the developed 28-item Four-tier Diagnostic Test. Results of the study indicated that 24.7% of students demonstrated scientific knowledge, while 20.3% exhibited misconceptions. Regression analysis revealed a logarithmic relationship between students’ misconceptions and their overall performance, with misconceptions being present even among higher-performing students. Item response analysis using the mirt package showed that test items were effective in discriminating between students with different levels of conceptual understanding. While satisfactory KR-20 reliability coefficients for scientific knowledge (KR- 20=0.739 ) and misconceptions (KR- 20=0.749 ) were achieved respectively, the overall scale marginal conditional reliability (ρ > 0.907 ) indicates high precision of the instrument in measuring students’ conceptual attributes. This study contributes to the literature by demonstrating how multi-tiered diagnostic assessment coupled with advanced psychometric approaches can enhance the precision of educational diagnostics test. © 2013 IEEE.

Learning by co-working with experienced therapists is rare in clinical psychologists’ education; high working demands in clinical services challenge the provision of such situated learning. This study examined the feasibility of providing an apprenticeship model within ordinary mental health care clinics. The perspectives of nine clinicians participating as supervisors were explored through focus-group interviews. Reflexive thematic analysis yielded three themes organized on a continuum from an intra- to interpersonal perspective on teaching: meaningfulness in contributing tacit knowledge, experiences of joy and motivation when teaching, and the positive influence of students’ naïve gaze in the therapeutic dyad for the therapeutic process. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

Integration (joined up learning of different subjects) is an important part of modern undergraduate medical education. We argue that integration in a UK medical school is experienced principally as multiple subject learning via enquiry-based learning and requires facilitators. By analysis of student interactions and the views expressed by students and staff, we demonstrate three facets of integration: student experience, with the principal means of integration being discussions of multiple subjects simultaneously, encountering related subject matter in different sessions, and making explicit links to other parts of the course; presence of facilitators of integration such as staff liaison, awareness amongst staff of other parts of the course, integrated teaching, tutor support, group bonding, early clinical experience, and integrated assessments; existence of barriers to integration such as compartmentalisation of subjects, poor student bonding, poor attitude to certain subject matter, and boundaries between course elements. © The Author(s) 2025.