Guide For Teachers Research Articles

Дәстүрлі білім беру жүйесінің артықшылықтары мен кемшіліктері

The article will analyze the strengths and weaknesses of the traditional education system in order to better understand and reveal the research topic. Undoubtedly, the transition to a new system of education is yielding positive results. However, the disadvantages of traditional teaching cannot be overemphasized.Citing the contribution of scholars to pedagogy in their time, we would like to prove that the quality of traditional education has been implemented at its highest level. The traditional education system is characterized by the pedagogy of reputation. The authority of traditional education has a complex and sophisticated structure, in which the content of teaching and education is determined by the reputation of the nation and the teacher.The point of its content is in the presence of a model and standards. Surely, none of "developmental systems", "interactive whiteboards", "technologies", "upgrades" can replace the unique role of the teachers. However the advantages and mobility of the updated program are endless. A traditional teacher guides students, directs them into the right path, prevents various mistakes, ensures that students achieve their goals in a timely manner and work tirelessly for it.

Analysis of Musical Creativity and Convergence Thinking Competency Applied to 2015 Revised Middle School Music Teacher's Guidebooks

본 연구는 중학교 음악 교사용 지도서에 적용된 음악적 창의⋅융합 사고 역량 및 창의⋅융합 활동의 양상을 분석하여 창의⋅융합적인 사고 계발을 위한 음악교육의 방향 및 학습 활동을 고찰하였 다. 이를 위해 음악과 교육과정의 영역, 기능, 성취기준, 음악 요소, 연계 교과를 분석 기준으로 설정하여 중학교 음악 교사용 지도서에 적용된 창의⋅융합 사고 역량의 빈도를 분석하였다. 연구 결과 영역, 기능, 성취기준 모두 ‘음악 만들기’의 적용 빈도가 가장 높았고, 악기 연주하기 및 생활화와 관련된 창의⋅융 합 활동의 빈도가 낮아서 이에 대한 적극적인 활용이 필요하였다. 또한 음악 형식과 창의⋅융합 사고 역량의 연계 지도방안과 예술 교과 외에 타교과와의 연계 지도에 대한 연구의 필요성이 드러났다.

Peran Guru Kristen Sebagai Penuntun Siswa Memulihkan Gambar dan Rupa Allah Dalam Kajian Etika Kristen [The Role of Christian Teachers in Guiding the Students to Restore the Image and Likeness of God from the Perspective of Christian Ethics

Students are image and the crown of God's creation, which students have divine attributes in them. However, because of its fall into sin the God's image has broken on students. The effects of the fall are still visible today from the high number of crimes that occur in schools. The aim of writing this paper is to find out the importance of restoring God's image and likeness to the pupil’s throught teacher’s role. The research method of this paper is literature review through relevant literacy sources. The teacher guides students to develop their talents and respond their calling for always radiate the love of Christ because only Christ's redemptive work absolutely helps students to return God's images. Restoration needs to occur on the basis of Christian ethics that is in accordance with Bible values. The restoration of God's image is important for the students because they are the image and likeness of God who has fallen into sin. As a teacher who guides the students, we must show the right attitude in life and according to Christian ethics in order to guide students to restore the God' Will. Students can explore the attitude of teacher’s life who acts as guides.

Aqu@teach—The First Aquaponics Curriculum to Be Developed Specifically for University Students

Aquaponic food production requires a broad spectrum of knowledge in order to understand and manage the processes involved, and for commercial aquaponics to develop its full potential, it will require an appropriately trained workforce. Devised in collaboration as an Erasmus+ Strategic Partnership for Higher Education, Aqu@teach covers the basics of aquaponics with a focus on transferable and entrepreneurial skills. The aquaponics curriculum can either be taught using blended learning—combining digital media and the internet with classroom formats that require the physical co-presence of the teacher and students—or as an e-learning course. The supplementary entrepreneurial skills module was devised on the basis of two surveys: of aquaponics companies around the world, in order to get a broad overview of the skills that are important in the early years of a business; and of European higher education institutions that teach subjects where aquaponics could be incorporated as an optional module. The entrepreneurial skills curriculum introduces the main processes involved in developing a business idea into a start-up company. All of the Aqu@teach resources—the e-learning modules, textbooks, module guides for students, curriculum guides for teachers, best practice guide for teaching aquaponics, and toolbox of innovative didactic practices—are open access.

Pengembangan Perangkat Pembelajaran Berorientasi Model Pembelajaran Kooperatif Tipe Jigsaw: Tinjauan Proses dan Hasil Belajar

This study aims to develop a jigsaw cooperative learning-oriented learning tool, then see its impact on the process and student learning outcomes of biology. The development adopts the Morrison, Ross, & Kemp (2010) model, which consists of nine stages and ends with field trials to produce teaching materials, teacher guides, lesson plans, LKPD, and test questions. Trial I was carried out on grade X MA Darun Najah Duman, to produce draft 1 learning tools and validate research instruments. Trial II on students of MA Putri NW Narmada. Measured aspects of the learning process include: observing the ability of teachers to apply learning tools, teacher and student activities, student cooperative skills, and capturing student responses with questionnaires. Learning outcomes are shown from the final test score. Testing using a one-group pretest-posttest design. Data from observations and questionnaires were analyzed using descriptive statistics and test score data were analyzed using the t one-sample test statistic using SPSS 16.0 for Windows. The results showed that the tools developed were able to be applied by teachers, increased teacher and student activities, encouraged students to do positive activities in learning, and accustomed students to cooperative skills. Students are happy with learning, so that learning that applies a jigsaw cooperative learning model-oriented device has a significant effect on the achievement of the minimum completeness criteria of students (μ = 78, μ0 = 67, t = 6,800, p = .000 <.005) The learning tools developed are suitable for use in biology learning at madrasah aliyah in Islamic boarding schools.

Activity and Workbooks of Ministry of National Education: Preschool Teachers are Evaluating

The book sets “Preschool Education Activity Guidebook” for teachers and “Let’s Join Hands for Preschool Education” for children have been provided by the Ministry of National Education to all preschool education institutions since 2017 in order to provide high-quality preschool education, to help teachers develop different perspectives, and to discourage both students and teachers from using unreliable or inappropriate sources of information. The aim of this study was to determine the effects of the book sets on teachers and children. Phenomenology, which is qualitative research design, was used. The sample consisted of 24 preschool teachers from different educational institutions. Data were collected using interview forms created in Google Forms. Data were analyzed using second-cycle coding, which is inductive content analysis. Many participants are satisfied with the activity guidebooks and use them to develop different perspectives, to improve themselves, and to be more productive for their students. Teaching experiences and classroom materials affect the way they use the activity guidebooks. Although the book sets have some negative effects, they are guides for both teachers and parents. Participants think that the book sets are useful for education planning and process management but that different variables should also be taken into account when integrating them in education and that all available resources should be used to achieve professional development.

“Friend-or-foe” opposition and its implementation through the concepts “house” and “forest” in Russian fairy-tale discourse

Researches of the discursive analysis become more and more significant sphere of linguistics. Both forest and house act as two main and never identical worlds. The fundamental conceptual opposition of fairy-tale discourse is based on the concepts of house and forest, fundamental opposite worlds. The purpose of the article is to examine the two concepts as crucial components of friend-or-foe opposition, and to reveal features of their representation in Russian linguistic culture. During the research, the author used descriptive, inductive and cultural-historical methods. The research showed that the concepts of forest and house are key components of fairy-tale discourse, have nationally specific features in Russian fairy-tales revealed in the texts. The theoretical relevance of the article lies in the fact that contributes to working out the problem of national worldview representation and Russian ethnos mentality. The practical relevance of the article consists in possibility of using its materials in the process of teaching, while compiling lectures, guides for teachers, seminars on fairy-tale discourse. A role of house and forest for Slavic people is really significant. Besides, the results of the study show the necessity of further analysis of fairy-tale discourse, more detailed description of the concepts and their comparison with the concepts of other national fairy-tales.

Development of ideas about the teaching method in didactics and linguodidactics

It is crucial for teachers of Russian as a foreign language to investigate the way of development of the ideas about the teaching method in didactics and linguodidactics. Thereby, they can better understand the process of evolution of the scientific thought, its current state and define its prospects. It helps to build a modern theory of teaching that has a practical value. The purpose of this research is to describe the development of the ideas about the teaching method in didactics and linguodidactics, to identify its stages and to analyze the future prospects for the development of the theory of teaching, including the methods of teaching Russian as a foreign language. The research was based on about 80 theoretical works devoted to didactics and linguodidactics and practical guides for teachers, including manuals for teachers of Russian as a foreign language. The author used the methods of conceptual and contextual analysis, and the historical and descriptive research method. Analyzing the sources, the researcher identified three stages of the development of the ideas about the teaching method in didactics and linguodidactics. When the ideas about the teaching method originated (17th-19th centuries), this concept was not defined. However, the term teaching method was actively used, as it referred both to the teaching process and to the teachers actions in the classroom. At the stage of formation of scientific ideas about the teaching method (20th century), researchers compiled and analyzed empirical data. Different definitions and classifications of the teaching methods were proposed and various theories of teaching methods were developed. At the stage of critical rethinking (21th century), a new theory of teaching was introduced. It included the description of the main features of teaching methods, their functional classification, and recommendations on how to choose and develop a teaching method. The term teaching method is polysemantic, which causes a number of problems. If researchers manage to clearly define this term, a great contribution will be made not only to didactics and linguodidactics, but also to the theory of teaching Russian as a foreign language.

PENGEMBANGAN BUKU PANDUAN MEMBATIK TERHADAP KEMAMPUAN FISIK MOTORIK HALUS ANAK USIA 5-6 TAHUN

This study aimed to describe the development of products in the form of a batik handbook on physical motor skills that are suitable to use for children aged 5-6 years. The problem underlying the research is that fine motor learning activities are usually given with the assignment method using LKA and conducted in the classroom. These activities show less effective results to improve children's fine motor skills, therefore the researcher aimed to provide varied and fun activities for children by making batik activities. The method used is ADDIE (Analysis-Design-Development-Implementation-Evaluation) model development research. In this study used 3 stages of ADDIE research namely analysis stage, design stage, and development stage. The data collection method used a questionnaire with a validation sheet on material expert lecturers and media experts. The feasibility of the batik handbook media was reviewed from the aspect of graphic feasibility, the aspect of content feasibility, the aspect of presentation feasibility and the aspect of language feasibility. Based on the evaluation of the validity test in the overall development, the results obtained by media experts gained the score of 82.5% percentage included in the category of excellent qualifications. While the media experts got the percentage value is 89.5%. The percentage included in the category of excellent qualifications which means and is suitable for use in batik learning activities. Based on theses result it can be concluded that the hanbook of batik on the fine motoric physical abilities of children aged 5-6 years. The developmentof a batik guidebook for kindergarten teachers that can stimulate the fine motoric physical abilities of children aged 5-6 years.

Assessment of Access of Reading Resources in Bolstering Extensive Reading Habits and Composition Writing Skills in Secondary Schools in Kenya

Reading resources in schools can help in inculcating the reading culture and reading proficiency amongst students. This may help learners develop rational skills that are crucial in dealing with the current unpredictable and dynamic world. There has been a concern from educationist and researchers about the declining reading interest among secondary school learners in Kenya and one of the causes could be unavailability of reading resources amongst other determiners. This study was prompted by the lack of adequate reading resources that can bolster and sustain reading interest among secondary schools learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between availability and access of extensive reading resources and development of extensive reading habits evidenced in composition writing amongst learners. The study was guided by Piaget's (1952)) Schema Theory. The study used descriptive survey research design. Fifteen secondary schools in Laikipia County were sampled using proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) teachers of English language. A Simple random sampling technique was used to sample 327 students out of appproximately 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. A pilot study of the instruments was done to ensure their validity and reliability in a co-educational secondary school in the neighbouring county that was not involved in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient as 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. T-test was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between availability of reading resources and development of extensive reading habits captured in composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was established that learners in secondary schools with adequate extensive reading resources performed better in composition writing than those who did not. Therefore, it was established that inadequate supply of reading resources in schools had a negative impact on development of reading interest amongst learners. The study recommended that schools should collaborate with various stakeholders to solicit reading resources so as to promote access of reading materials and reading culture in schools and consequently improve learners’ composition writing skills.

Pengembangan Buku Panduan Pembelajaran Metode Proyek Untuk Guru TK

DEVELOPING PROJECT METHOD LEARNING GUIDEBOOK FOR AL-HIKMAH’S KINDERGARTEN TEACHER . Every teacher needs to develop their proffesionality. Preschool teacher should know how to implement suitable method for their student. In this study, we develop a project method learning guidebook for preschool teacher to help them implement project method in class. It contains of information about project method and some example of project method activities. This is Research and Development that used ADDIE model. ADDIE model consists of Analyze, Design, Development, Implementation, and Evaluation. Content expert, media expert was involved in this study to give their opinion and assesing the guidebook. Data analys is technique that used in this research are quantitative and qualitative. The result shows that project method learning guidebook get “Very Good” category by media expert and content expert. From that finding, it can conclude that project method learning guidebook can be used for preschool teacher to implement project method in their class.

Effectiveness of Validated Teaching-Learning Package in Projectile Motion for Grade 9 Science

This study tested the validity and effectiveness of the developed Teaching- Learning Package in Projectile Motion for Grade 9 Science. A Teacher's Guide, a Learner's Module, and a Computer- Aided Instructional (CAI) tool comprised the package. The CAI tool composed of interactive simulations was developed using Adobe Flash Professional CC 2015 software and Small Basic and utilized the Microsoft PowerPoint 2016 as the overall platform. Research and Development design was employed in the study. The assessment of the package was done in five categories: (1) objectives, (2) contents of the Teacher's Guide and Learner's Module; (3) content quality, (4) instructional quality, and (5) technical quality of CAI tool by the five Physics and two ICT teachers. General average ratings of 3.58 and 4.41 were obtained from the assessment of the modules and CAI tool, respectively. Thus, teaching materials possess very good qualities. It is observed that the improvement of students who learned with the use of Teaching- Learning Package is greater than the traditional approach using a textbook. It is recommended that the developed Teaching- Learning Package should be used in teaching Projectile Motion for Grade 9 Science in the K- 12 curriculum

فاعلية تدريس العلوم باستخدام استراتيجية المحطات العلمية على تحصيل المفاهيم العلمية والاتجاه نحو مادة العلوم لدى طلاب المرحلة الابتدائية

هدفت الدراسة إلى التعرف على فاعلية تدريس العلوم باستخدام استراتيجية المحطات العلمية على تحصيل المفاهيم العلمية والاتجاه نحو مادة العلوم لدى طلاب المرحلة الابتدائية، وتم استخدام المنهج شبه التجريبي، وتکونت عينة الدراسة من (48) طالبا من طلاب الصف السادس الابتدائي؛تم تقسيمهم إلى مجموعتين تجريبية وضابطة، وتکونت أدوات الدراسة من اختبار المفاهيم العلمية، ومقياس الاتجاه نحو العلوم، وقد أسفرت نتائج الدراسة عن وجود فروق ذات دلالة إحصائية بين متوسطي درجات طلاب المجموعة التجريبية، ودرجات طلاب المجموعة الضابطة؛ في التطبيق البعدي لاختبار تحصيل المفاهيم العلمية لصالح طلاب المجموعة التجريبية، ووجود فروق ذات دلالة إحصائية بين متوسطي درجات طلاب المجموعة التجريبية، ودرجات طلاب المجموعة الضابطة؛في التطبيق البعدي لمقياس الاتجاه نحو العلوم لصالح طلاب المجموعة التجريبية, مما يعني فاعلية تدريس العلوم باستخدام استراتيجية المحطات العلمية على تحصيل المفاهيم العلمية والاتجاه نحو مادة العلوم لدى طلاب المرحلة الابتدائية. وفي ضوء ما توصلت إليه الدراسة من نتائج توصي الدراسة بدمج استراتيجية المحطات العلمية في أدلة المعلم لمادة العلوم في کافة المراحل الدراسية، وتدريب معلمي العلوم قبل وأثناء الخدمة على کيفية استخدام استراتيجية المحطات العلمية لتدريس العلوم بمراحل التعليم المختلفة. Effectiveness of Teaching science Using Scientific Stations Strategy on Achieving Scientific Concepts and the Attitude towards Science for Primary School Pupils Abstract The study aimed to identify the effectiveness of teaching science using the strategy of scientific stations on achieving scientific concepts and the attitude towards science for primary school pupils. The study used the quasi-experimental method. The study sample consisted of 48 pupils in the sixth grade. They were divided into two experimental groups and a control group. The researcher used the Scientific Concepts Test and the Attitude Scale Towards Science as instruments for the study. The results of the study revealed that there are statistically significant differences between the average scores of the experimental group and that of the control group in the post-test of the achievement of scientific concepts in favour of the experimental group pupils. There are statistically significant differences between the mean scores of the experimental group and the control group in the post-attitude scale towards science in favour of the experimental group pupils Which means effectiveness of Teaching science Using Scientific Stations Strategy on Achieving Scientific Concepts and the Attitude towards Science for Primary School Pupils . In the light of the findings of the study, the study recommends training science teachers before and during the service in how to use the strategy of science stations to teach science at various stages of education, as well as the integration of the strategy of scientific stations in the teacher's guides to science at all stages of education.

Role of Extensive Reading Habits in Students’ Acquisition of Composition Writing Skills in English in Kenya

Despite the important role reading proficiency plays in learners daily lives both within and outside school, there has been a lot of concern from educationist, researchers and media in Kenya who have reported a saddening trend on poor reading culture among many students in Kenya, This study was prompted by the observed poor reading and writing in English by secondary schools learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between extensive reading habits and composition writing amongst learners. The study was guided by Schmidt's (1975) Schema Theory. The descriptive survey research design was used for this study. Fifteen secondary schools in Laikipia County were sampled by proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) English language teachers. Simple random sampling was used to sample 327 students out of about 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. The instruments were pilot tested to ensure validity and reliability in a co- educational secondary school in the neighbouring county that was not included in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient which was 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. Analysis of Variance (ANOVA) was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was found that learners who engaged actively in extensive reading performed better in composition writing than those who did not. However, it was established that acute shortage of reading resources was a major hindrance to engagement in extensive reading in schools. The study recommended that schools should come up with strong extensive reading policy to promote independent reading so as to improve their writing skills. K e ywords : Extensive reading, Habits, Acquisition DOI: 10.7176/JEP/11-30-09 Publication date: October 31 st 2020

INFLUENCE OF STAFFING LEVELS ON HEAD TEACHERS’ INSTRUCTIONAL SUPERVISION PRACTICES IN INTEGRATED ISLAMIC PRIMARY SCHOOLS IN GARISSA AND NAIROBI COUNTIES, KENYA

The study investigates staffing levels and school location based on head teachers’ instructional supervision practices in integrated Islamic primary schools in Kenya. The study was conducted in two counties in Kenya: Garissa and Nairobi. The study was guided by systems theory by Bertalanffy in Sergiovanni and Starrat (2004). The study adopted a descriptive survey design. The target population consisted of 86 head teachers and 602 teachers from where a sample of 234was derived using Yamane’s formula (2001) then stratified random sampling used to sample 42 head teachers and 104teachers from Garissa and 44 head teachers and 130 teachers from Nairobi. Census was used to obtain all 86 head teachers since they were less than one hundred respondents. The study used questionnaires for teachers while questionnaires and interview guides for head teachers as instruments of data collection. The collected data were analyzed using frequencies, percentages and t-test. Research findings pointed out that location of schools significantly influence (p Article visualizations:

The Views of Turkish Language Teachers and Primary School Teachers on Teacher Guidebooks

The present study aims to determine the views of primary school teachers and Turkish language teachers on teacher guidebooks in Turkey. The mixed research method and “convergent parallel design” were used in the study. The quantitative study group of the study included 163 primary school teachers (1st-4th grades) and 163 Turkish language teachers (5th-8th grades) in Turkey, while the qualitative study group included 6 primary school teachers (1st-4th grades) and 6 Turkish language teachers (5th-8th grades). The study population included primary school and Turkish language teachers in Turkey. The 23-item survey included the measures of main trands (such as mode, median, average), while the qualitative data were based on the transcripts of teacher feedback audio recordings. Determination Validity Ratio was calculated based on the validity and reliability tests conducted on the survey tool. During the analysis, the SPSS 21.0 software was used. The qualitative data were analyzed with content analysis. Furthermore, averages, percentages, and frequencies were calculated for a section of qualitative data. In the validity and reliability tests for the qualitative data, the views expressed in audio recordings were analyzed several times by 3 field experts using content analysis, and they were categorized as sub-topics.

تنمیة الاستیعاب المفاهیمی والنزعة المنتجة لدى تلامیذ الصف الثانی الاعدادی الأزهری باستخدام یدویات معمل الجبر Developing conceptual understanding and productive disposition For Al-Azhar second year prep students using algebra laboratory manipulates.

هدف البحث الحالي إلى التعرف على فاعلية يدويات معمل الجبر في تنمية الاستيعاب المفاهيمي والنزعة المنتجة لدى تلاميذ الصف الثاني الإعدادي الأزهري ، وتم تطبيق البحث على مجموعة من تلاميذ الصف الثاني الإعدادي الأزهري بلغت (39) تلميذا، مقسمة إلى (16) تلميذا مجموعة تجريبية و (23) تلميذا مجموعة ضابطة، وقدم البحث عددا من المواد والأدوات تمثلت في قائمة لمهارات الاستيعاب المفاهيمي والنزعة المنتجة ، وکتاب التلميذ في وحدة تحليل المقادير الجبرية المقررة على تلاميذ الصف الثاني الإعدادي الفصل الدراسي الثاني بعد إعادة صياغتها وفقا ليدويات معمل الجبر ، ودليل المعلم لتدريس الوحدة باستخدام يدويات معمل الجبر، وأداتي البحث والتي تمثلت في اختبار الاستيعاب المفاهيمي ومقياس النزعة المنتجة ، وقد توصلت نتائج البحث إلى فاعلية يدويات معمل الجبر في تنمية الاستيعاب المفاهيمي والنزعة الرياضية المنتجة لدى تلاميذ الصف الثاني الإعدادي الأزهرهدف البحث الحالي إلى التعرف على فاعلية يدويات معمل الجبر في تنمية الاستيعاب المفاهيمي والنزعة المنتجة لدى تلاميذ الصف الثاني الإعدادي الأزهري ، وتم تطبيق البحث على مجموعة من تلاميذ الصف الثاني الإعدادي الأزهري بلغت (39) تلميذا، مقسمة إلى (16) تلميذا مجموعة تجريبية و (23) تلميذا مجموعة ضابطة، وقدم البحث عددا من المواد والأدوات تمثلت في قائمة لمهارات الاستيعاب المفاهيمي والنزعة المنتجة ، وکتاب التلميذ في وحدة تحليل المقادير الجبرية المقررة على تلاميذ الصف الثاني الإعدادي الفصل الدراسي الثاني بعد إعادة صياغتها وفقا ليدويات معمل الجبر ، ودليل المعلم لتدريس الوحدة باستخدام يدويات معمل الجبر، وأداتي البحث والتي تمثلت في اختبار الاستيعاب المفاهيمي ومقياس النزعة المنتجة ، وقد توصلت نتائج البحث إلى فاعلية يدويات معمل الجبر في تنمية الاستيعاب المفاهيمي والنزعة الرياضية المنتجة لدى تلاميذ الصف الثاني الإعدادي الأزهر The study aimed to identifying the effectiveness of Algebra laboratory Manipulatives to Develop Al-Azhar second year prep students conceptual understanding and productive disposition using algebra laboratory manipulatives. study was conducted on a group of second grade preparatory Pupils who reached (39) Pupil divided into (16) Pupil experimental group and (23) Pupil control group، study presented a number of materials and tools that were a list of the dimensions of conceptual understanding and productive disposition ، student book in the unit The analysis allocated to students in the second grade of the second semester after rephrasing according to Algebra laboratory Manipulatives ، Teacher Guide to Teaching the unit using this Algebra laboratory Manipulatives and two mathematical competency measurement instruments which were in the test of conceptual understandingand the measure of emotional productive disposition. study reached to effectiveness of using Algebra laboratory Manipulatives in teaching Mathematics in developing conceptual understanding and productive disposition for the Pupils of Al-Azhar second year prep students.

To what extent Iranian primary school textbooks mirror the philosophy of heritage education?

PurposeThis paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the content pursues the philosophy of heritage education. Heritage preservation, known to be fostering of the sustainable development, is successfully achieved through the education of young people. The philosophy of heritage education is to cultivate the sense of responsibility toward heritage preservation through the approaches of education through heritage, about heritage and for heritage in which students obtain knowledge, understand the value and develop their attitudes.Design/methodology/approachThis study applies the content analysis approach to evaluate the subject textbooks of the Iranian primary school curriculum. The content analysis was conducted for 51 textbooks across nine subjects and the teacher guidebooks for the art and physical education subjects. Historic country of Iran with a rich local and world cultural and natural heritage is significant context for this study.FindingsThe findings show that, however, heritage elements are applied for conveying the content of some subjects, there is the lack of clarifying of the concept and importance of heritage and cultivating the sense of responsibility toward its preservation.Originality/valueThe results contribute significantly in the heritage education literature as well as improving heritage education in Iran by highlighting the key points which should be considered to design heritage education programs.

Using E-Task-Based Learning for Developing Secondary School Students' EFL Vocabulary Skills

The present study aimed at developing some EFL vocabulary skills among secondary school students using Electronic Task-Based Learning (ETBL). The participants of the study consisted of first year secondary school students enrolled in Subk El-Dahhak Secondary School, in Menoufia Governorate (N=25). This study adopted one study group pre-posttest design. Five main tools were used: An EFL Vocabulary Skills checklist required for first year secondary school students, an EFL Pre- test to measure some of the students’ vocabulary skills, an EFL Post-test to measure some of the students’ vocabulary skills, an EFL vocabulary skills rubric to score students' performance on the EFL vocabulary skills tests and a Teacher's Guide. A quantitative data analysis was conducted. The mean scores of the pre-posttests of the participants of the study were compared by using t-test. ETBL was applied to the participants during the first semester of the academic year 2019/2020. Results of the quantitative analysis showed that the participants' some EFL vocabulary skills were developed significantly as a result of ETBL. Therefore, it can be concluded that ETBL was effective in developing some EFL vocabulary skills among first year secondary school students.

Development of Learning Packages to Strengthening Character Education in Civic Education for Vocational Students

Research and development is intended to produce products such as reinforcement learning packages in PPKn character education that includes teaching materials, teacher guides, and guides students eligible to use and can improve the quality of learning in an effective, efficient, and attractive. This development model Dick Carey on systemic and procedural. The procedure researched the development of these activities includes nine steps. Product validation test conducted by three experts. The experts of the course content, instructional design experts, and expert instructional media. The field trials in SMK Negeri PP Sembawa with the subjects involved are X class learners majoring second-semester plantation some 33 people and a teacher PPKn subjects. The results showed that the learning package is very feasible to use and very effective. Data were obtained: (1) the results of expert validation of the course content to the percentage of teaching materials (89%), teacher guides (90%), and guide students (90%), (2) the results of expert validation of instructional design for the percentage teaching materials (92%), teacher guides (97%), and guide students (92%), (3) the results of expert validation media the percentage of teaching materials (99%), teacher guides (98%), and guide students (98% ), (4) the results of individual testing for the percentage of teaching materials (89%), guides the students (91%), (5) the small group trial percentage of teaching materials (96%), guides the students (97%), (6 ) the results of field trials the percentage of instructional materials (93%), guide students (95%), and teacher guidance (98%) and from the assessment of 33 students, the results were very effective, namely 100% of students reached the KKM with excellent attitudes and skills.