Training Arabic Language Teachers in Pronunciation through the Natural Method across Educational Levels in Indonesia

Without realizing it, our daily lives are filled with images, not only through the pictures plastered on billboards along the street, or through television and computer shows, but today everyone has their own screen in their hands. Advances in information technology have flooded us with information coming through the screens of our mobile phones. Behind the images we see on our cell phones is the enormous role of Communication Design. It is not surprising for us that currently Communication Design education is spreading in various cities throughout Indonesia, through various levels of education both Vocational, Bachelor, Master and Doctoral, it reflects that Communication Design education is needed in the era of information technology. Communication Design Education has a curriculum that is made to prepare personnel who can establish expertise and skills in the field of Communication Design ready to work and able to compete globally. Especially for vocational level communication design education, the curriculum must have a Link and Match with the Industrial World Business World (DUDI). The problem is whether the Frame work curriculum in the field of communication design at the vocational level in Indonesia is in accordance with the vocational curriculum framework. This is important to know in order to support the goals of vocational programs that can produce the latest innovations, trends, practical concerns, and can face challenges in the field of communication design at the vocational level. The research method uses descriptive, by analyzing the curriculum in the field of communication design at the vocational level in Indonesia through interviews, observations and literature studies. The results of the analysis found that most of the vocational curriculum frameworks are not in accordance with government policies through the Ministry of Education and Culture

The main focus of this study was to explore the role of Social Studies education in mitigating climate challenges. The mixed method approach was employed to carry out this study. All the 154 Social Studies teachers in 79 public Junior High Schools (JHSs) from the Cape Coast Metropolis participated in the study. The researcher used questionnaire and semi-structured interview guide to collect information from these participants. Responses from the questionnaires were analysed using the Statistical Product for Service Solution (version 22.0) software and the outcomes were presented in the form of frequencies, percentages, means and standard deviation. The findings from the study indicate that the Social Studies curriculum at the senior high school level does not adequately cover climate related issues. Although Social Studies education focuses on the physical environment and helps to address environmental challenges, one would expect that the curriculum would make adequate provision for such a critical component of the environment, but this is not the case as the curriculum covers less environmental-related issues. Although Social Studies teachers are the front liners when it comes implementing climate-related issues in the Social Studies curriculum, they are not adequately equipped with the knowledge, skills and competencies required for effective transmission of same to learners. At best, some of the teachers had climate related knowledge from subjects other than social studies, the knowledge they had acquired was not sufficient enough for their effective application in the classroom. It was recommended that integration of more climate-related topics and issues in a transdisciplinary manner into the Social Studies and other related curricula such as science, citizenship education, geography and human rights education, at the various levels of education in Ghana would be of great help. Teacher education institutions that prepare Social Studies teachers at the various levels of higher education in Ghana such as the colleges of education and the universities should adequately include climate change related topics in their curricula. It is crucial to strengthen teachers’ and educators’ capacities to deliver accurate information, integrate local content, promote critical thinking about climate change and take action on climate change mitigation and adaptation. Keywords: Climate Change, Environmental, Integration, Pedagogies, Social Studies. DOI: 10.7176/JEP/12-14-06 Publication date: May 31 st 2021

This article will discuss digital-based learning across subjects at all levels of educational institutions as a learning media tool. The discussion of digital-based learning is a very fundamental part to be understood by all educators, both at the school level and at the university level. This article is a literature review with a qualitative analysis knife method that explores in depth related to digital-based learning across subjects at various levels of education. Furthermore, digital-based learning for educators holistically is an obligation in mastering digitalization in the learning process because all materials or subjects at all levels of education are very in tune with technology. Based on the findings from the literature review results in various subjects and levels of education, digitalization in learning has increased student learning achievement. On average, educators who use digital-based learning across subjects encourage student achievement. But on the other hand, a phenomenon was also found, including students experiencing digital addiction for those who use cellphones, some teachers still have difficulty in digital-based learning, facilities for digital learners have not become full attention, internet access is limited, digital media innovation has not been maximized. Therefore, through this article, it is hoped that all educators such as teachers and lecturers will be more creative and explore the use of digital-based learning media that are more sophisticated and attractive so that students are more motivated in the learning process, so that student achievement continues to increase.

The present study was conducted in order to discover the overall perception of the youth which was represented by 79 UiTM Penang Malay students regarding the actions that could be taken to expand the mastery of Jawi at various levels of education in Malaysia. This research employed a quantitative method via the administration of a questionnaire containing 20 items to each respondent involved. The items were designed to answer the research question of the study, “What is the perception of UiTM Penang Malay students towards the initiatives that can be taken in order to expand the teaching and learning of Jawi at various levels of education in Malaysia?” The results revealed that most of the respondents contributed positive views towards the exposure and practice of Jawi at various levels of education and supported some initiatives suggested for expanding the teaching and learning of Jawi. For example, 33 respondents (41.8%, M= 4.24, SD= 0.738) strongly agreed with item 9 (“In my opinion, Jawi subject needs to be offered at all levels of learning (primary, secondary and tertiary levels) so that its learning can be more comprehensive”). Obviously, the respondents in majority favor the teaching and learning of Jawi to the point that they think it should be made a subject that is offered at all educational levels.

This study aims to analyze and to compare the effects of various levels of education on the economic growth of some selected countries in Sub-Saharan Africa (SSA) between 1980 and 2015.It is hypothesized in the study that various levels of education have significant positive impacts on the economic growth of some selected sub-Saharan Africa countries over the stated period. Fixed effect Least Square Dummy Variable (LSDV) and a robust version of System Generalized Methods of Moment (SYSGMM) are adopted as model estimating techniques. Results from the LSDV model indicate increasing positive impacts of various levels of education on the economic growth of the thirty selected SSA countries. This trend of significance is corrected in the dynamic model, but with negative effects on the lower levels of education on growth while higher education output which negatively impacted on growth is reversed. The study systematically compares the effects of education on growth when higher education is included and when it is excluded both at the enrolment and output level in the regression model. We found different results at each instance for the various levels. Therefore, the major conclusion of this study is that higher education human capital at the output level appears to be the most significant of all the levels of education. However, this advantage enjoyed by higher education could have been as a result of cumulative effects from other levels of education over time. We, therefore, conclude that higher education should be supported with strong education policy implementation, as this could have a positive impact on SSA economic growth.

This study aims to analyze and to compare the effects of various levels of education on the economic growth of some selected countries in Sub-Saharan Africa (SSA) between 1980 and 2015.It is hypothesized in the study that various levels of education have significant positive impacts on the economic growth of some selected sub-Saharan Africa countries over the stated period. Fixed effect Least Square Dummy Variable (LSDV) and a robust version of System Generalized Methods of Moment (SYSGMM) are adopted as model estimating techniques. Results from the LSDV model indicate increasing positive impacts of various levels of education on the economic growth of the thirty selected SSA countries. This trend of significance is corrected in the dynamic model, but with negative effects on the lower levels of education on growth while higher education output which negatively impacted on growth is reversed. The study systematically compares the effects of education on growth when higher education is included and when it is excluded both at the enrolment and output level in the regression model. We found different results at each instance for the various levels. Therefore, the major conclusion of this study is that higher education human capital at the output level appears to be the most significant of all the levels of education. However, this advantage enjoyed by higher education could have been as a result of cumulative effects from other levels of education over time. We, therefore, conclude that higher education should be supported with strong education policy implementation, as this could have a positive impact on SSA economic growth.

Introduction. Ensuring the sustainability of the public finance system forms the basis for sustainable development and growth of the national economy. The sustainability of the public finance system is influenced by both macro-financial indicators and indicators of government spending and debt. It is well known that the demographic burden on the budget will grow in the future. This will be manifested in an increase of government’s social spending. Therefore, studies of the impact of demographically-driven costs on the sustainability of public finances in the future are relevant. Insufficiently studied – in this particular context – are the government’s spending on education, which led to the choice of the subject of the study. Purpose. The purpose of the research is in analytical assessment of the impact of changes in the volume of spending on education (caused by the demographic aging in Ukraine) on budgetary sustainability. Method (methodology). The methodological basis of the study is the theoretical provisions of the economic science of public finance in general and public funding of education in particular. The article uses general scientific methods of theoretical and empirical knowledge: analysis and synthesis of data on financing of various levels of education and their age structure; mathematical modeling and forecasting in assessing the demographic impact on public finance’ sustainability; systemic analysis of the results. Results. The article reflects the main results of the analysis of demographically determined trends in the volume of financing of various levels of education in Ukraine, determines the age proportions of financing of education in the base year and decomposes the corresponding spending by the age structure of the population; changes in the volume of budget financing of various levels of education in Ukraine in the medium and long term (taking into account forecasts of demographic aging of the population), estimates the impact of demographically determined changes in the volume of budget financing of education on the sustainability of public finance in the medium term. The results can be applied in budget planning, in the development of a budget declaration and program-targeted documents regarding financing of the education sector in Ukraine.

The purpose of this research is to find out the implementation of the Islamic Religious Education curriculum policy at various levels of education. the research method used is library research with a leatherative method. Data sources come from books. The data collection technique used is documentation while the data analysis technique consists of four stages, namely data collection, data reduction, data presentation, and inference. The results of the research found that the Islamic Religious Education (PAI) Curriculum at various levels of education (Schools, Madrasahs and Pesantren) consists of several aspects, namely aspects of the Qur'an-Hadith, faith or aqidah, morals, fiqh and aspects of tarikh (Islamic history).

Introduction. The article presents the results of investigating the problem of labor education in the context of current changes in the social and educational environments. The purpose of the article is to identify the features of labor education in modern social and educational spheres from the standpoint of continuity of the tasks of its implementation at various levels of education and consistency with the tasks of general education. Materials and Methods. The theoretical research methods include sources analysis and analysis of educational programs for different levels of education. Empirical research methods used in the study include exploration of teaching experience and a questionnaire. The survey involved: 8,850 preschool teachers from 53 regions of the Russian Federation; 317,166 parents (legal representatives) of preschool-age children from 87 regions of the country; 4,913 deputy directors of comprehensive schools, representing 61 regions; 190,080 parents of school-age students, representing 88 regions. Results. The conducted research revealed: insufficient formalization of theoretical provisions; disunity of existing individual practices of labor education, their insufficient continuity at different levels of education and consistency with the tasks of general education; low activity of parents in the implementation of tasks of labor education as the child develops, vagueness of parents’ ideas about the significance and content of labor education at different levels of education. Methodological bases and conditions for the implementation of labor education in modern social and educational environments are formulated. Conclusions. The identified features of labor education at the present stage reflect the insufficient development of theoretical and methodological foundations for organizing labor education of students and actualize the need for further study of the problem, as well as the development of a model of labor education taking into account continuity at various levels of education and consistency with the priority tasks of general, secondary vocational education and model (federal) educational programs.

Presented is the paradigm of professional and linguistic competencies of postgraduate students of a Russian humanities university. The author proves the importance of a competency-based approach in teaching foreign languages to assist post-graduates in their successful adaptation to persistently changing conditions in the labour market. The research substantiates the necessity of shaping a secondary linguistic personality in post-graduate students capable of successful intercultural communication. The article analyzes various interpretations of “competence”, as a notion, postulates the communicative approach in learning foreign languages based on the psycholinguistic aspect. The author suggests new methods of assessment of the linguistic competence maturity in post-graduates at various levels of education.

The study was aimed to identify bullying behavior in students from various levels of education. This study presented bullying patterns in every level of education like bullying forms, involvement of other parties (friends and teachers) to bullying behavior. The study was conducted to 567 students (95 elementary school students, 200 junior high school students, 134 senior high school students, and 138 college students) The samples were taken from schools and universities located in Tembalang and Banyumanik Semarang. Samples were determined using stratified random sampling technique. Bullying data was obtained from Bullying Experience for Students Questionnaire. The descriptive analysis result concluded that most of students have experienced bullying. Students who receive the most bullying are elementary school students (n = 78; 82.98%). For elementary school students, unpleasant treatments are most often occurs in the classroom and school yard. In college students, unpleasant treatments are most often occurs in the cafeteria and outside the campus. The higher the education level, the percentage of subjects reporting decreases (SD= 60.22%; SMP= 12.36%; SMA= 6.80% dan PT= 5.26%). At all levels of education, most subjects did something when bullying happened to their friend. The percentage of subjects who had conducted bullying a friend at various levels of education is quite high. At the high school level, the percentage is highest, reaching 70%.

MALL (Mobile-Assisted Language Learning) in educational settings has become increasingly widespread. Particularly in the English learning and teaching process. There are various studies investigating MALL which is believed to help improve language learning and teaching process. This paper systematically explored the use of MALL in English learning and teaching processes across educational levels in Indonesia based on empirical studies. Forty-five articles were selected from reputable journals, reviewed to identify the pedagogical approaches offered by MALL to know the potential mobile device tools that could be used in the English learning and teaching process. The findings have shown a steady increase in research on the use of MALL across educational levels in Indonesia. However, the need for improvement studies employs the mixed-method approach, qualitative and quantitative for future studies. In addition, further investigation is also required to assess the efficiency of MALL in enhancing English skills. In order to understand how MALL promotes multimodal material, learners’ autonomy, incorporates real, and increases students’ engagement through gamification, this study synthesizes current empirical data with an emphasis on the Indonesian context. This study offers a contextualized understanding of pedagogical techniques pertinent and mobile learning tools to Indonesian Education levels. In contrast to other reviews that concentrated on specialize ability or more general global viewpoints. To sum up, future research should focus on the thoughtful integration of MALL, pedagogical approach, and the potential mobile device tools that can be used to yield more meaningful outcomes

In the learning process, the teacher talk is critical because it can help the success of the learning process, especially in mastering English as a foreign language (EFL) at various levels of education. EFL learners need to adapt when they enter the classroom. This narrative review aims to determine the form of teacher talk and its importance to EFL learners at different educational levels. This study uses secondary data from 13 (thirteen) journal articles, which are research results on English teacher talk from various levels of education and settings and published between 2010-2020. The articles were accessed through several databases available to the researchers. All data were synthesized based on two research questions. The results of this study were the discovery of 4 categories of teacher talk forms based on (1) speech modification to facilitate learners, (2) the teacher's role as a facilitator, (3) responses to learners, and (4) their attitude in the classroom. Teacher talk is important because it can provide correct language input to learners and help them develop and improve their ability to speak English. By knowing these results, this narrative review can provide new insights to EFL teachers at all levels of education regarding the forms of teacher talk that they can use and how the talks can help the learning process and outcomes.

1. Introduction Equality of opportunity in education is an objective supported nowadays by all ideological viewpoints, all political parties, and all countries; a political program is inconceivable today that does not include among its points a promise to establish, or at least to struggle to establish, equality of all citizens with regard to access to the various levels of education — both primary and secondary general compulsory education, and other levels that are not mandatory — independently of the economic and social position of the candidates. This ideal, however, is far from being a reality throughout the entire world, though there can be no doubt that more progress has been made in some places than in others; the aim has been to achieve a situation, considered just, in which merely being born into a specific family, with a particular economic, social, and cultural level, does not predetermine or even predestine the possibilities of the individual for attaining a certain level of education.

Введение. Когнитивно-визуальный подход к обучению в настоящее время получил широкое признание на всех этапах образования. Тенденция к когнитивной визуализации учебной информации является фактором создания визуальной учебной среды, которая ориентирована на стимулирование когнитивной деятельности обучающихся, а не просто на усвоение знаний, представленных учителем или преподавателем в готовом виде. Применение ментальных карт (майндмэппинга) является одним из эффективных средств когнитивно-визуальной методики обучения [1], которая зарекомендовала себя в иноязычном образовании. Цель данной статьи — выявить потенциал майндмэппинга в профессиональной подготовке будущего учителя иностранного языка при освоении теоретических дисциплин предметного цикла (на примере дисциплины «Стилистика английского языка»). Материалы и методы. В первую очередь, при написании статьи использовался метод анализа теоретической литературы по проблемам способов визуализации учебной информации в высшей школе в целом, а также использования технологии майндмэппинга при обучении иностранному языку на различных ступенях образования. Поскольку в психолого-педагогической литературе слабо представлены лингводидактические аспекты применения ментальных карт в иноязычном образовании при изучении теоретических дисциплин, авторы в основном полагались на интерпретацию результатов собственной деятельности в качестве преподавателей высшей школы и изучение эффективного опыта работы своих коллег – преподавателей иностранного языка ряда педагогических вузов. Результаты. В статье рассмотрен процесс создания ментальных карт по теоретической дисциплине «Стилистика английского языка» с учетом следующих факторов: объема визуализируемого учебного материала, лингводидактических целей, необходимости формирования лингвистического понятийно-терминологического аппарата студентов, наличия внутрипредметных и межпредметных связей. Представлена ментальная карта, отражающая различные аспекты (семантический, структурный, функционально-прагматический) стилистического средства simile (стилистическое сравнение) как фрагмента масштабной ментальной карты «Стилистические средства английского языка». Обсуждение. Майдмэппинг как метод когнитивной визуализации учебной информации соотносится с рядом актуальных тенденций современного иноязычного образования, в частности ориентацией на использование в образовательном процессе когнитивно-ориентированных технологий, ведущих к реализации стратегии «когнитивной вовлеченности», обеспечивающей интеллектуальное развитие будущего учителя иностранного языка. Создание ментальных карт по стилистике (как и по любой теоретической дисциплине) также подразумевает раскрытие внутрипредметных и межпредметных связей, обеспечивающих развитие языкового сознания будущего учителя иностранного языка, его лингвистического кругозора и терминологической компетенции. Заключение. Проведенное исследование позволяет сделать вывод о том, что широко применяемая в обучении практическому владению иностранным языком технология майндмэппининга может успешно применяться в процессе изучения теоретических дисциплин с целью активизации учебно-познавательной деятельности будущих учителей, развития критического и образного мышления, а также умений систематизировать знания. Установлено, что составление ментальных карт по теоретическим дисциплинам предметного цикла способствует формированию лингвистической терминологической компетенции студентов. Ключевые слова: ментальные карты; майндмэппинг; когнитивно-визуальный подход; визуальная учебная среда; визуализация информации; педагогический университет; иноязычное образование; будущий учитель иностранного языка. Основные положения: – ментальные карты как способ когнитивной визуализации учебного материала могут успешно использоваться в обучении будущих учителей иностранному языку при овладении ими теоретических дисциплин предметного цикла; – в контексте изучения теоретических лингвистических дисциплин ментальные карты способствуют развитию умений устанавливать внутрипредметные и межпредметные связи, создавая таким образом вербально-визуальную модель изучаемого материала в индивидуальном формате; формированию терминологической компетенции студентов; структурированию учебного материала в результате работы ассоциативного (радиантного) мышления; – ментальные карты обеспечивают когнитивную вовлеченность будущих учителей иностранного языка в образовательный процесс, активизируют их автономную учебно-познавательную деятельность и мотивирует к углублению лингвистических знаний. Introduction. The cognitive-visual approach to learning has now received wide recognition at all stages of education. The trend towards cognitive visualization of educational information is a factor in creating a visual learning environment that is focused on stimulating the cognitive activity of students, but not merely on the assimilation of knowledge presented by the teacher in a finished form. The use of mind maps (mind mapping) is one of the effective means of cognitive-visual teaching methods [1], which, in particular, has proven itself well in foreign language education. The purpose of this article is to identify the potential of mind mapping in the professional training of future foreign language teachers in mastering theoretical disciplines of the subject module (using the example of the discipline “Stylistics of the English Language”). Materials and methods. When writing the article, the method of analyzing theoretical literature on the following problems was used: ways of visualizing educational information in higher education in general, the use of mind mapping technology in teaching a foreign language at various levels of education, etc. Since the psychological and pedagogical literature poorly presents the linguodidactic aspects of using mental maps in foreign language education when studying theoretical disciplines, the authors mainly relied on the interpretation of the results of their own activities as higher education teachers and the study of the effective experience of their colleagues – foreign language teachers of a number of pedagogical universities. Results. The article considers the process of creating mind maps for the theoretical discipline “Stylistics of the English Language” taking into account the following factors: the volume of visualized educational material, linguodidactic goals, the need to form the linguistic conceptual and terminological apparatus of students, the presence of intra- and interdisciplinary connections. A mind map is presented that reflects various aspects (semantic, structural, functional and pragmatic) of the stylistic means “simile (stylistic comparison)” as a fragment of a large-scale mind map “Stylistic Means of the English Language”. Discussion. Mind mapping as a method of cognitive visualization of educational information correlates with a number of current trends in modern foreign language education, in particular, focusing on the use of cognitively oriented technologies in the educational process, which leads to the implementation of the “cognitive involvement” strategy, ensuring the intellectual development of the future foreign language teacher. The creation of mind maps in stylistics (as in any theoretical discipline) also implies the disclosure of intra- and interdisciplinary connections that provide the development of the linguistic consciousness of the future foreign language teacher, his linguistic outlook and terminological competence. Conclusion. The study allows to conclude that mind mapping technology, widely used in teaching practical proficiency in a foreign language, can be successfully applied in the process of studying theoretical disciplines in order to activate the educational and cognitive activity of future teachers, develop their critical and imaginative thinking, as well as the ability to systematize knowledge. It has also been discovered that the compilation of mind maps in theoretical disciplines of the subject module contributes to the formation of linguistic terminological competence of students. Keywords: Mind maps; Mind mapping; Cognitive-visual approach; Visual learning environment; Information visualization; Pedagogical university; Foreign language education; Future foreign language teacher. Highlights: Mental maps as a method of cognitive visualization of educational material can be successfully used in training future foreign language teachers in mastering theoretical disciplines of the subject module; In the context of studying theoretical linguistic disciplines, mental maps contribute to the development of skills of establishing intra- and interdisciplinary connections, thus creating a verbal-visual model of the material being studied in an individual format; the formation of students' terminological competence; structuring educational material as a result of associative thinking; Mental maps ensure the cognitive involvement of future foreign language teachers in the educational process, activate their autonomous educational and cognitive activity and motivate them to deepen their linguistic knowledge.