Economics Teachers Research Articles

Interaction of the Adolescent Environment and Learning Achievement

The low learning outcomes at SMA Negeri I Fatuleu are attributed to several factors that hinder learning development. Observations and interviews with Economics teachers revealed that many students still exhibit habits such as lack of attention, difficulty concentrating, frequent daydreaming, and failing to complete assigned homework. Additionally, some students consistently submit assignments late or fail to submit them altogether. This study examines the influence of family environment and peers on learning achievement, with 12 statements for family and 13 for peers, all valid and reliable. A prerequisite analysis was conducted and deemed feasible. Using random sampling, 50 respondents were selected. The study also applies Multiple Regression Analysis and supports various hypothesis tests. The regression analysis shows that the family environment and peers have a positive and significant effect on learning achievement, as indicated by the equation Y = 4.729 + 0.638x1 + 0.427x2. The constant value of 4.729 means that if both variables are zero, Y is 4.729. The family environment's coefficient of 0.638 signifies a significant influence with a Sig. value of 0.008 (<0.05). The study concludes that both family environment and peers positively and significantly influence learning achievement, with family providing motivation and peers offering support and collaboration.

¿Cómo se forman les docentes de economía en Argentina?

What is the training of economics teachers in Argentina? What situation is observed in the curriculum in the different jurisdictions? What epistemological bias predominates in study the plans? This work proposes to provide a snapshot of teacher training in economics at the Argentine non-university higher level, from an exploration and analysis of the study plans. A comparative analysis of the “field of specific training” of the different economics curricula in the districts that offer the degree and of the contents of the initial subjects of the discipline is presented. The orthodox epistemological bias that predominates in most of the study plans is shown there. This is observed both in what specifically refers to the names of the curricular units of each plan and the contents of the initial subjects, as well as the formation of the curricular mesh of the “field of specific training.” The methodology used was qualitative and consisted of the analysis of official documentation (regulations and jurisdictional curricular designs).

Pelatihan Software Akuntansi untuk Musyawarah Guru Mata Pelajaran Ekonomi Daerah Istimewa Yogyakarta

Economic disruption and changes in corporate operations in the Fourth Industrial Revolution will necessitate the understanding and control of artificial intelligence, or robots. This is a major issue, but it is also important for economic teachers to introduce companies that are already successful and sophisticated. Accounting software may help make bookkeeping, analyzing, reporting, and investigating easier and more precise; this concludes an opportunity in this era. Therefore, educational institutions must develop graduates who are adaptable and have soft skills. The Accounting Program and Financial Accounting Pillar team respond to economic teachers at MGMP in the Special Region of Yogyakarta by organizing a discussion forum and simulation to provide them with knowledge and best practices for using accounting software to manage business activities and achieve effective and efficient business outcomes. These exercises involve a class lecture using an andragogic approach. The discussion results suggest that economic teachers have best practices to offer accounting software to their pupils. On the other hand, it can increase teaching motivation for improving both financial and technology for themselves and the topic itself.

가정과교사의 발달단계에 따른 좋은 수업에 대한 인식

The purpose of this study is to examine home economics teachers' perception and practice of good instruction according to teacher developmental stages, and to explore what efforts and supports are needed for good instruction. For this purpose, total of 6 home economics teachers were interviewed in depth by selecting 2 people from each development stage: adaptation stage, growth/development stage and mastery stage. Data were interpreted through analytical memo writing, initial coding, in-depth coding, and categorization. The results of the study are as follows. First, teachers in the ‘adaptation stage’ strive to break away from the fantasy of teaching skills. Teachers in the ‘growth/development stage’ continue to think in order to create good instruction with their own teaching style. Teachers in the ‘mastery stage’ constantly struggle to move for good instruction based on a firm curriculum identity. Second, They all think that the direction of good instruction is to be faithful to the essence of home economics education. Good instruction is reorganized to focus on a compositional perspective and connect with the lives of students. Third, In order to teach good instruction, home economics teachers need to make efforts to expand ‘teacher agency’. Forth, What is absolutely necessary to continue good instruction is the solidarity of home economics teachers. They need support to build solidarity. This study is expected to be a starting point to revitalize various discourses about the direction and practice of good home economics instruction in the future.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

Enhancing Quality Education Through Technology Adoption, Well-Being, Commitment, and Competence Among Educators: Implications for Sustainable Development Goals

Introduction: In the rapidly evolving educational landscape, the integration of technology has become a pivotal factor in enhancing teaching and learning processes. Objetive: This study explores the adoption of technology among high school economics teachers in Riau province, focusing on the internal factors of teacher well-being, professional commitment, self-development, and pedagogical competence. Method and results: Using Structural Equation Modeling (SEM) with a quantitative approach, the research reveals that teacher well-being significantly impacts both professional commitment and technology adoption, indicating that a supportive work environment enhances teachers' engagement with new technologies. Professional commitment also emerges as a crucial factor, greatly influencing technology adoption. Implications and limitations: However, while self-development positively affects technology adoption, it does not directly enhance professional commitment. Pedagogical competence strongly impacts professional commitment but does not directly influence technology adoption. These findings highlight the importance of comprehensive support systems and continuous professional development for effective technology integration in education. The study's limitations include a predominantly female sample and a focus on a specific region, suggesting the need for broader studies to generalize the findings. Future research should also consider additional factors such as administrative support and student engagement to provide a more holistic understanding of technology adoption dynamics in education.

Pedagogical content knowledge in school economics

How can creative teaching in economics education be identified and explored? A construct that assists understanding in this area is pedagogical content knowledge (PCK). It represents the merging of content and pedagogy to understand how particular topics or lessons are organised, represented, and adapted to students’ diverse interests and abilities. This paper draws upon the author's research that explores teaching and learning in school economics to discuss this epistemological concept that blends the traditionally separated knowledge bases of content and pedagogy. The research involved interviewing and observing school economics teachers and student focus group interviews. Thematic analysis was employed to analyse the data. In this paper, I discuss the emergent theme of how teachers communicated their understanding of subject knowledge by developing their PCK to engage their students in learning. The considerations raised can assist lecturers, teachers, teacher educators, and researchers in enacting the teaching and learning process in economics and other disciplines.

PENERAPAN MODEL PEMBELAJARAN MEAN-END-ANALYSIS DALAM MENINGKATKAN HASIL BELAJAR SISWA

The background to the problem of this research is that student learning outcomes tend to be low. The research objectives are 1) To determine the application of the Mean-End-Analysis learning model in improving student learning outcomes in the Economics subject class X-IPS at SMA Negeri 1 Ulususua for the 2023/2024 academic year. 2) To determine the increase in student learning outcomes in the Economics subject class X-IPS at SMA Negeri 1 Ulususua for the 2023/2024 academic year. This type of research is Class Action (PTK). The subjects of this research were 20 students in class X-IPS. The research results showed that the evaluation results in cycle I, the average score was 60 with a completion percentage of only 40% and an incomplete percentage of 60%. Cycle II, there was an increase, the average score was 74.25 with a completion percentage of 100% and an incomplete percentage of 0%. The application of the Mean-End-Analysis learning model can foster students' enjoyment of lessons, foster and increase motivation in doing assignments, make it easier for students to understand lessons so as to achieve better learning outcomes. So it can be concluded that the application of the Mean-End-Analysis learning model can improve student learning outcomes in the Economics subject class X-IPS at SMA Negeri 1 Ulususua. The suggestions put forward by researchers are 1) For students, they should be more active in the learning process and independently carry out assignments given by the teacher without waiting for answers from their friends. 2) For teachers, Economics teachers should pay more attention to the suitability of the learning model used with the material being taught. 3) For schools, principals and teachers should always coordinate to create effective learning for students in an effort to improve student achievement and the quality of learning in schools.

Evaluating the effectiveness of developing financial culture of future economics teachers

Introduction. The article is devoted to initial teacher education for future Economics teachers with the focus on developing their financial culture, which contributes to effective interaction with society in various financial situations as well as to successful professional self-identification (increasing interest in obtaining professional knowledge, skills and abilities), and gaining experience in self-organization. The purpose of the study is to evaluate the effectiveness of the process of developing financial culture in future Economics teachers (theoretically and experimentally). Materials and Methods. The study was conducted as part of a pedagogical experiment. Evaluating the effectiveness of developing financial culture was based on the Strategy of improving financial Literacy and the formation of financial culture until 2030, International and Russian studies commissioned by the Bank of Russia, as well as the educational experience of training future Economics teachers. The analysis and generalization of the data obtained within the experimental work were carried out. The sample consisted of 102 undergraduate students studying the field of Vocational Education (43.04.03) and majoring in Economics and Management. The validity of the results obtained is confirmed by the International PISA-2018 research and the analysis of the Institute of the Public Opinion Foundation. Results. The analysis of scholarly and educational literature enabled the authors to clarify the concept of ‘financial culture’, to determine its nature and place in society. Therefore, we specify financial culture as the most important factor in the development of national sustainability. As part of the experimental work, the authors evaluated the effectiveness of developing financial culture in future Economics teachers. The research within the framework of the formative stage of the experiment showed a positive trend in the development of students’ financial culture. It was revealed that in order to develop students’ financial culture efficiently, it is necessary to adhere to certain conditions: pay great attention to the financial module, hold events within student associations, use the entire arsenal of modern educational techniques and procedures, systematically analyze the dynamics of the development of students’ financial culture, rely on official data from research centers in Russia and other countries. Conclusions. The results of the study prove that educational conditions justified and implemented in pedagogical universities ensure the effectiveness of developing financial literacy in future Economics teachers. The authors conclude that the development of financial culture can be considered to be the most important condition for students’ successful professional development.

Exploring High School Economics Teachers’ Curriculum Implementation Practices: A Case of the Northern Cape Province of South Africa

This empirical study explored high school Economics teachers’ curriculum implementation practices in South Africa. The research focused on a sample of three Economics teachers purposefully selected from three schools in the Northern Cape province. Drawing on the theoretical framework of Mediated Learning Experience (MLE) and adopting a qualitative approach, the study employed a case study design.To get insight on the Economics teachers’ curriculum practices, semi-structured interviews, classroom observations, and document analysis were used to generate data from the selected high school Economics teachers. Braun and Clarke’s six steps of thematic analysis were followed in analysing the triangulated data. The study findings indicate that some Economics teachers’ practices on instructional planning, selection of resources, feedback, and reflective practices promoted meaningful learning. The study concludes that although there are pockets of effective curriculum implementation practices by Economics teachers, there is a need to continue with in-service teacher training to enhance the teachers’ curriculum implementation practices. The study recommends that Economics teachers should form Professional Learning Communities where they learn and share good practices to provide teachers with continuous in-service training on how to plan lessons that cater for diverse learners’ needs. This study contributes to the scholarship by providing insights into how teachers’ curriculum practices can be enhanced both at pre-service and in-service levels to improve teacher effectiveness and efficiency. Furthermore, the study forms the basis on which further research on Economics teachers’ curriculum implementation practices on a more representative scale can be conducted. Keywords: Economics Education, Curriculum Implementation, Learner-centred Practices, Mediated Learning Experience

Analysis of Factors Influencing Elective Course Selection and Exploration of Strategies to Revitalize Elective Courses in High School Home Economics: Insights from Focus Group Interviews with Home Economics Teachers

As the implementation of the high school credit system and the 2022 revised curriculum approaches, it is crucial to explore specific directions for the future of home economics elective courses. Therefore, this study aims to draw implications for the direction of home economics elective courses by identifying factors that influence high school students’ choices, with a focus on insights from home economics teachers. Furthermore, we aim to investigate strategies that can be used to encourage students to choose home economics elective courses. To accomplish the objectives of this study, we analyzed previous research on course selection factors and conducted focus group interviews (FGI) with seven home economics teachers. As a result, we identified a total of 20 factors that influence students' selection of the home economics elective courses, including "personal preference for the subject", "personal excellence in the subject", "recommendations from friends or seniors", "recommendations from parents", and "recommendations from homeroom teachers". A total of 22 strategies to promote the selection for home economics elective courses were identified through the FGI and presented across different levels: (1) support from home economics teachers and students, (2) the home economics and academic society, and (3) within the school. The findings of this study can serve as foundational research for analyzing the preference of high school students when selecting home economics elective courses. It can also provide a basis for exploring ways to revitalize the selection of newly introduced home economics elective courses in the 2022 revised curriculum, suggesting insights for the development of future home economics curriculum and elective courses.

Analysis of the Use of The Merdeka Teaching Platform For Quality Learning In The Implementation of the Merdeka Curriculum

This research aims to determine the use of the independent teaching platform for the quality of learning of high school Economics teachers in the city of Pematangsiantar. The government provides this platform as a reference, collaboration forum and quality content. The Merdeka Mengajar platform is an important pillar in building better education. This research was carried out for high school level Economics teachers. The data collection technique uses a questionnaire using a Likert scale. The research method used is quantitative descriptive research. The population of this study were all Economics teachers at Senior High School (SMA) level in the city of Pematangsiantar. The sample was selected using purposive sampling with a sample size of 20 respondents. This research was conducted from January to February 2024. Data collection techniques used questionnaires. Data analysis uses the t test and significance values to see the use of the independent teaching platform for the quality of economics teacher learning. Based on the results of the data processing, a significance value of 0.000 was obtained and this figure is smaller than 0.05, therefore it can be concluded that there is an influence of the independent teaching platform variable (x) on the quality of economics teacher learning (y). Furthermore, to provide other supporting evidence, it can be seen from the calculated t and t table values in the processed data. The t value is 8.265 and the t table value is 2.10092. Because the calculated t value is greater than the t table, it can be concluded that there is an influence of the independent teaching platform on the quality of learning. The results of the research show that there is a significant influence in terms of the use of the independent teaching platform on the learning quality of high school economics teachers in the city of Pematangsiantar in implementing the independent curriculum.

Analysis of the Pedagogical Competency of Economics Teachers on the Learning Achievement of Eleventh-Grade Students at Muhammadiyah High School Maumere

The research aims to determine the pedagogical competence of economics teachers at SMA Muhammadiyah Maumere and to ascertain the impact of the pedagogical skills of economics teachers on the academic performance of eleventh-grade students. The research method employed is a qualitative approach, utilizing a case study methodology. The research subjects were economics teachers and high school eleventh-grade students. This research has primary and secondary data. Primary data in this research is from the results of interviews and student grades, while secondary data is from sources such as journals and other documents from volunteers involved in this research. The author collected data using observation, interview, and documentation techniques. Meanwhile, to analyze the data the author uses data reduction, organizing and processing data, interpreting data, and verifying and drawing conclusions. The findings of this research explain that the pedagogical competence of teachers at Muhammadiyah Maumere High School has mastered student character and everything related to learning tools, so the average student score has reached above the minimum criteria. Meanwhile, learning achievement is a change in behavior covering three aspects (cognitive, affective, and motoric) such as mastery, use, and assessment of various knowledge and skills as a result or result of the learning process with factors that influence it are stated in the form of grades given by teachers and teacher competency has a positive effect on student learning achievement, so the higher the teacher's competency, the higher the student learning achievement. Student learning outcomes have a positive influence because students can achieve the desired results. Teacher competency has a positive effect on students' learning outcomes through the student learning process, so it can be concluded that the higher the teacher's personality competency through the student learning process, the higher the student learning achievement.

MOOC Courses for Developing the Digital Competencies of Economics Teachers

MOOC Courses for Developing the Digital Competencies of Economics Teachers

Evaluating the Impact of Home Economics Teachers' Entrepreneurial Activities on Family Economic Stability and Well-Being in Northeast Nigeria

This study examines the impact of entrepreneurial activities of Home Economics teachers on family economic stability and well-being in Northeast Nigeria. Home Economics, as a field, encompasses various disciplines such as nutrition, home management, and consumer education, aiming to improve the quality of life for individuals and families. In Northeast Nigeria, Home Economics teachers often engage in entrepreneurial activities, leveraging their expertise to supplement their income and enhance their families' economic stability. This study evaluates the extent to which these entrepreneurial endeavors contribute to family income, food security, and overall quality of life. Using a cross-sectional survey design, data were collected from Home Economics teachers across Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe states. A sample of 200 teachers was selected through multistage sampling. The study employed both descriptive and inferential statistics to analyze the data, including paired samples t-tests and W-statistics to test the hypotheses at a 0.05 level of significance. The findings reveal that entrepreneurial activities significantly enhance family economic stability and well-being. Teachers engaged in ventures such as catering, textile and fashion businesses, and home management consultancy experienced notable improvements in family income, food security, and overall quality of life. The study underscores the importance of supporting entrepreneurial initiatives among Home Economics teachers to foster economic resilience and social development in the region. The results provide valuable insights for policymakers, educators, and community leaders to integrate entrepreneurial education within the Home Economics curriculum, thereby promoting sustainable development in Northeast Nigeria.

Are Indonesian Teachers Ready to Face Disruptive Learning? A Case Study from Economic Teachers in East Java

The readiness of teachers facing the learning era must be investigated because teachers must be creative to improve student’s learning experiences. Using the TPACK framework, there is a complex relationship between teachers’ knowledge of technology, pedagogy, and content which in the research focuses on economics knowledge. Thus, this study has three objectives. First, to determine the ability, knowing their capacity in age and gender of high school/vocational teachers in East Java. The data were collected from 189 teachers in high schools/vocational in East Java. The collected data were analyzed using a descriptive quantitative method. The main findings revealed that 90% of teachers had high mastery of technology knowledge, nearly a 100% of teachers had high pedagogical competence, and the majority had moderate economics knowledge. Furthermore, based on gender and age, no significant difference was observed in technological knowledge, pedagogy competence, and economics knowledge in East Java high schools/vocational teachers. Keywords: learning, pedagogy, teacher, technology

The Revolution of Artificial Intelligence: Enhancing Digital Literacy of Prospective Economics Teachers

The Revolution of Artificial Intelligence: Enhancing Digital Literacy of Prospective Economics Teachers

Harnessing Technology for Educational Assessment: An In-Depth Analysis of Quizizz in Economics Classrooms

Technological advancements in classroom education are evolving at a rapid pace, offering a multitude of innovative applications, particularly for assessment purposes. This study offers a comprehensive analysis of the strengths, benefits, and limitations of the Quizizz assessment application within the context of high school economics education. Adopting a qualitative research methodology with a case study design, the study collects data through interviews, observations, and documentation. The participants in this research include economics teachers and 8th-grade and 11th-grade social science students from a private school in Indonesia who have utilized Quizizz for their economics classes. To ensure the validity of the data, both source and technique triangulation are employed. The data analysis process involves three main steps: data reduction, data presentation, and conclusion drawing. The findings reveal that the Quizizz application significantly enhances student motivation and engagement in the learning process. The benefits of Quizizz include creating an enjoyable learning environment and fostering a competitive spirit among students. However, the study also identifies some challenges, such as issues with internet connectivity and the potential for academic dishonesty, which have been addressed through various measures.

Optimization Of The Development Of Social Emotional Learning (SEL) Tools In Supporting Independent Learning For Teachers Of Central Java MGMP Economics

Implementing an independent curriculum will be able to realize the rights and abilities of participants to determine their learning process through setting learning goals, reflecting on abilities, and taking steps proactively and responsibly for their own success. The problems in the free learning curriculum are teachers who use learning techniques that are not appropriate to the conditions or circumstances, lack of use of learning media, and monotonous teaching. The reality in the Economic MGMP of Central Java Province is that the development of social emotional learning (SEL) learning tools based on the independent learning curriculum and its development is still very diverse regarding tools that have not been developed based on the independent learning curriculum. The aim of this service is to increase teachers' understanding and skills in designing learning tools in the form of lesson plans, materials and evaluation instruments. The methods used in service include outreach activities, training, mentoring and evaluation of service programs. The results of the service are a) increasing understanding of the concept of social emotional learning for Central Java Economics MGMP teachers; b) able to implement social emotional learning in learning tools to support the independent learning curriculum.

소셜 네트워크 분석(SNA)을 활용한 가정교육학의 지식구조 탐색: 한국가정과교육학회지에 게재된 논문을 중심으로

This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited charac teristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of ‘perception and demand for home economics education’ is decreasing, whereas the influence of ‘home economics curriculum and textbooks’ and ‘application of home economics teaching and learning process’ is increasing. Additionally, ‘adolescent self-esteem and family relationships’ and ‘home economics curriculum and textbooks’ were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.