Educational Instrument Research Articles

ChatGPT and AI in the Universities: An Introduction to the Near Future

The paper aims to present the theoretical and methodological foundations for developing and implementing artificial intelligence (AI) instruments in higher education within the HumanCentered AI framework and considers ChatGPT as a specific case. It is oriented toward critically analyzing scholarly literature from various disciplines to support a-disciplinary approach to utilizing AI research in higher education. The authors begin by outlining the foundations of the research, then by analyzing the implications of the “lessons” of the COVID-19 pandemic for the development of higher education in the age of AI. This is followed by an analysis of technologies such as ChatGPT that have the potential to radically change higher education in the near future. After that, the authors move on to general remarks about the prospects and challenges of using AI technologies in higher education. The relevance of the research is characterized by the analysis of the latest developments in the field of AI and their possible impact on higher education. The main results of the paper are characteristics of areas in which AI technologies can be implemented in higher education – accreditation and licensing of universities, student recruitment, teaching and learning – as well as areas in which AI technologies should not be used. In conclusion, two hypotheses are formulated, and three general and five specific conclusions about the use of AI technologies in higher education are made.

The Potential of Promotional Media as A Marketing Instrument for Open and Distance Higher Education: A Segmentation Study

This research identifies market segments among university students based on media promotion usage. It examines the impact of media promotions on the choice of programs and institutions of open and distance university institutions. This study used a quantitative methodology, and the population studied consisted of all currently enrolled Universitas Terbuka students throughout Indonesia, with a total sample of 2,250 people. In this research, market segmentation has been carried out using the cluster method, which includes demographic, geographic, psychographic, and behavioral segments. The demographic segment that is assessed age and gender of students, recent graduates, and income; The geographic segment is mapped to the origin of the UT regional offices; the psychographic segment includes reasons for studying and choosing UT; and the behavioral segment from which information is first and most effective. This research implies that the results can be used as a reference in supporting higher education promotion. The Novelty of this study is that no other studies have compared the potential of promotional media as a marketing instrument for open and distance higher education.

Yaygın din eğitimi açısından sinemada islamofobi

Although intolerance towards the other has always existed in Western societies throughout history, it started to come to the fore more after the attack on the twin towers in the USA on September 11, 2001. This situation, which is called Islamophobia, means fear of Islam and Muslims, but also includes the meanings of anti-Islam and hostility. 
 The aim of this article is to examine the effect of cinema, which is used as a common religious education tool, on society and people. In the study, which was limited to movies and TV series shot in Hollywood cinema after 2000, the data were tried to be evaluated in the context of Islamophobia. The reason why cinema is preferred is that it easily reaches the masses, creates a permanent effect on the society and changes the behavior of people. In this respect, the question of how to benefit from religious education against the increasing Islamophobic films in cinema, which is accepted as one of the non-formal education instruments, constitutes the main problem of the study.
 The data used in the research were selected from the TV series and movies that got 7 or more points from the Imdb website. Imdb has been preferred because of its objective features such as separating actors and movies according to their categories and giving points, and having a membership system open to everyone. Content analysis method was used to classify and summarize the data in terms of problem and purpose and to extract a certain meaning. Since the study is an original study that evaluates post-2000 Hollywood films in the context of Islamophobic elements and gives information about the methods of benefiting from cinema in religious education, it is hoped that it will be a source for cinema and religious education researches to be made in the coming years.

Can adult children's education prevent parental health decline in the short term and long term? Evidence from rural China.

This paper presents the first evidence of the causal relationship between adult children's schooling and changes in parental health in the short and long term. By using supply-side variation in schooling as an instrument for adult children's education and a representative dataset for rural China, we find that adult children' education has a positive influence on the long-term changes in parental health, with limited evidence of any short-term effect. Our results remain consistent after a variety of sensitivity tests. The heterogeneous analyses show differences in socio-economic status and gender, with low-educated parents and mothers being the primary beneficiaries of children's schooling. Potential mechanisms for the long-term effects of adult children's education on changes in parental health include better chronic disease management, improved access to health, sanitation, and clean fuel facilities, improved psychological well-being, and reduced smoking behaviours.

Qualified migration and International Students in the University of Alberta: expectative and motivations to study in Canada

This work addresses the topic of qualified migration and higher education in Canada, from an interdisciplinary analysis of the motivations, migration pathways and social capital of international students. Also, emphasis is made in the immigration processes that Canada offers to international students to obtain work permits. Presenting as an objective, to analyze the transnational trajectories of young international students at the University of Alberta, and their instrumentalization of education to access Canadian citizenship. From a qualitative approach, through the semi-structured interview technique.

Pedagogias do Sul: contos africanos como prática educacional decolonial

African tales as an object of study present the relationship between education and culture, from a decolonial perspective. As cultural and educational elements, it shows that the acts of teaching and learning are linked to the life of a people, to its contemporary culture. These stories, which are based on men and animals, allow a multi-inter-transdisciplinary dialogue. Teaching is done through mimes, interjections, songs, and voice modulations. The signs present are new educational paradigms, so learning is based on concrete life. It is about teaching the keys, an educational instrument that, in practice, combines oral and gestural arts. As an educational practice, an education and culture, allowing them to dialogue towards the same humanizing objective of social/cultural/economic life. All of this manifests its decolonial characteristics because there is no education without culture nor is there culture without education.

An effective intervention using STEM instruction for improving preservice science teachers’ self-efficacy

ABSTRACT Background Science teacher education programs are considered to play a critical role in preparing future science teachers who are more innovative and capable of effectively implementing integrated STEM education. Purpose This research investigates the effectiveness of a professional development program enriched by the skills-based science, technology, engineering, and mathematics model (SB-STEM-M) on preservice science teachers’ self-efficacy. Sample The participants of this study are twenty preservice teachers in a state university science education program. Design and Methods This research was carried out over 14 weeks using mixed-methods research, with the implementation process consisting of three stages, with the last stage involving the preservice teachers’ preparation of SB-STEM activity sets alongside evaluations, and feedback. The quantitative data in the research were obtained using the Self-Efficacy and Concerns about STEM Education Instrument, which was used as a pre-and post-test. The qualitative data were obtained through the activity sets and videos the preservice teachers prepared based on SB-STEM-M as well as through interview forms and focus group interviews. Results The results from the quantitative and qualitative data analyses show the preservice teachers’ STEM self-efficacy to have improved using the professional development program enriched with SB-STEM-M, while no change had occurred regarding their STEM concerns like information and evaluation, management, consequence and refocusing. Conclusion The three-stage intervention process applied to the preservice teachers enabled them to both develop original STEM activity sets in accordance with SB-STEM-M as well as to increase their STEM self-efficacy. The activity sets and videos the preservice teachers prepared reveal evidence that they had achieved the capacity to have their classrooms apply the activity sets in their future professional life. The data obtained through the interview forms and focus group interviews reveal them to have learned to integrate scientific process and reasoning skills into STEM disciplines.

Moral imagination as an instrument for ethics education for biomedical researchers

Moral sensitivity and moral reasoning are essential competencies biomedical researchers have to develop to make ethical decisions in their daily practices. Previous research has shown that these competencies can be developed through ethics education. However, it is unclear which underlying mechanisms best support the development of these competencies. In this article we argue that the development of moral sensitivity and moral reasoning can be fostered through teaching strategies that tap into students’ moral imagination. We describe how moral imagination can stimulate the development of these competencies through three different merits of moral imagination. Moral imagination can help students to 1) transfer and apply abstract moral concepts to concrete situations and contexts, 2) explore the perspective of others, 3) explore and foresee the moral consequences of different decisions and actions. We explain these three merits of moral imagination in the context of biomedical research and present a theoretical model for how these merits can be used to stimulate the development of moral sensitivity and moral reasoning. Furthermore, we describe multiple teaching strategies for biomedical curricula that tap into the three merits of moral imagination. These teaching strategies can inspire teachers to design ethics education that activates students’ moral imagination for the development of moral sensitivity and moral reasoning.

Dynamics of Content Knowledge: Learned from Indonesian Arabic Teachers

The dynamics of content knowledge among Indonesian Arabic teachers is a critical area of research due to the increasing demand for Arabic language education. This study aims to investigate the content knowledge of Arabic teachers in Teacher Professional Education Programs at UIN Malang, Indonesia. The research utilized factor analysis and exploratory factor analysis to explore the structure of the developed instrument measuring teachers’ content knowledge. The findings revealed that the reliability of the test items in the instrument was in the moderate category, with variations in difficulty levels between two test packages. The components of Nahwu and Shorof were found to have the strongest influence on Package 1, while Balaghah had the strongest effect on Package 2. The results of Rasch model analysis indicated three categories of proficiency levels among Arabic language teachers (low, moderate, and high), providing insights for developing more accurate assessment instruments and training programs. The limitations of the study include the focus on content knowledge only and the need for further analysis with relevant methods in future studies. The implications of this research contribute to the understanding of Arabic language teachers’ content knowledge dynamics and can inform the development of effective training programs and assessment instruments for Arabic language education.

DEVELOPMENT OF STUDENT ASSESSMENT INSTRUMENTS FOR CIVIVCS LEARNING IN SMP/MTs

This study focuses on creating a valid and practical assessment instrument for 8th-grade Civics Education (PPKn) students in junior high schools (SMP/MTs). The research employs the Research and Development (R&D) approach, adapting the Borg & Gall model by Sugiyono. The instrument, centered on Pancasila as the foundational principle of the state and national outlook, consists of 20 multiple-choice questions derived from a well-designed question matrix and indicators. Expert validation results show high approval scores for material and language aspects from two validators. The average validation score is 82.06%, affirming the instrument's validity. Educator and student questionnaire responses demonstrate strong practicality support, with average response rates of 83.89% and 87.60%, respectively. Analysis of the 20 questions confirms 18 valid questions, 2 needing revision, establishing the instrument's reliability (reliability coefficient r11 = 0.819). Difficulty analysis reveals 16 easy and 4 moderately difficult questions. Discrimination power assessment indicates 9 adequately differentiating and 11 highly discriminative questions. The study confirms the successful development of a valid and practical assessment tool for enhancing Civics Education in junior high schools, rejecting the null hypothesis.

Analisis Butir Soal Tipe Multiple Choice Questions pada Penilaian Harian Sekolah Dasar

Daily assessment is an important educational instrument because it can assist teachers in measuring student learning progress. One of the most commonly used types of evaluation is Multiple Choice Questions (MCQs). This study aims to reveal the quality of daily assessment items in the form of MCQs based on effectiveness, reliability coefficient, and item deception. This quantitative descriptive research uses statistical data analysis, which is then processed into a description. The assessment instrument grid used theme 4 elementary school material. The instrument was tested on 20 class V MIN 3 Padang students. The results of this study found that the items in the test instrument were good enough to use because they had an average score of 11,367, a moderate difficulty level with a score of 0.568, and element values were quite reliable. They had good discriminating power with a score of 0.070. Even so, there are still a number of items that are not of high quality in terms of difficulty level, discriminating power, and question distraction, so they need to be revised or replaced with other items.

Development of Physics Learning Assessment Instrument in Project-Based Learning Model to Improve 4C Skills

The objectives of this study were 1) to produce a physics learning assessment instrument in the PjBL model to improve students' 4C skills with valid criteria, 2) to test the practicality of the physics learning assessment instrument in the PjBL model to improve students' 4C skills. This type of research is research and development using the ADDIE model which consists of the analyze stage, design stage, and is limited to the develop stage. The object of research is the physics learning assessment instrument in the PjBL model to improve 4C skills. The data collection instruments used are validation sheets, practicality test sheets for educators and students. The data analysis technique used is validity analysis and practicality analysis of the use of assessment instruments. Based on the data analysis that has been done, two research results can be stated. First, the average value of the validity of the PjBL model assessment instrument is 0.85 valid criteria. Second, the average value of the practicality test of the PjBL model assessment instrument for educators and students is 90.00% and 86.15%, respectively, very practical criteria.

Validity and Reliability of the Turkish Version of the Instrument of the Quality of Nursing Doctoral Education

The aim of this study is to determine the validity and reliability of the Turkish version of the Quality of Doctoral Education in Nursing
 (QNDE) scale. The lack of a measurement tool examining the quality of doctoral education in nursing in a national context is the reason for
 this study. Data were collected from 55 teaching staff and 225 doctorate students. Explanatory and confirmatory factor analyzes were used
 for test validity. Cronbach’s α coefficient of reliability, independent-sample t test, and test-retest analysis were calculated to test Reliability.
 The factor loads ranged between 0.51-0.91.The construct validity was good (χ2/df =3.02; RMSEA = 0.085; CFI = 0.87; NFI = 0.90; GFI
 = 0.79; TLI = 0.90; IFI =0.91; p < 0.001). The Cronbach alpha value of the scale was 0.94. The results of this study show that the Turkish
 version of the Quality of Nursing Doctoral Education instrument is a valid and reliable tool.

Validating the Multicultural Teaching Competency Scale in Higher Education: Testing Factor Structure among Faculty at Hispanic-Serving Institutions

A lack of validated instruments in higher education that gauge abilities to teach in culturally relevant approaches poses a major challenge in understanding the extent to which faculty possess this teaching knowledge and skills. With a sample of faculty at 10 Hispanic-Serving Institutions (HSIs), this study modifies and evaluates the factorial structure of the Multicultural Teaching Competency Scale (MTCS), originally developed for K12 settings, for use in higher education. Exploratory and confirmatory factor analyses suggest a good model fit for scales assessing multicultural competence teaching knowledge and multicultural teaching skills.

BAZE UNIVERSITY COMPUTER SCIENCE STUDENTS' PERSPECTIVES ON PEN AND PAPER EXAMS FOR PROGRAMMING, AND DATABASE MANAGEMENT

Information and communication technology (ICT) is becoming common in various industries, including education. Technology enhances teaching and learning. It aids instructors to do their part as pedagogical environment designers. ICT enables teachers to make their lessons engaging and understandable for students at all levels of educational programs. ICT integration in education is a technologically oriented teaching and learning process that is closely related to the usage of ICT as educational instruments in classrooms. Baze University fully utilizes ICT for both teaching and learning. In addition, the students of the Department of computer science at Baze University are been thoroughly exposed to the theoretical and practical applications of programming languages and constructs. Although anecdotal evidence and some published data suggest that paper-based exams are still frequently utilized in introductory computer programming and design courses, students frequently express a preference for computer-based exams. At Baze University, students are been examined using the pen-and-paper examination method throughout their study. The research approach was centered on a quantitative research methodology, utilizing focus group sessions for data collection to acquire data from 200 – 300 level students. The purpose of the research is to determine the satisfactory level of students that are been assessed using pen-and-paper exam methods for programming, database, and system design courses at Baze University. The findings of the research show that Baze University students would generally prefer a computer-based exam approach for programming, and database management courses.

PODCAST APPLICATION IN FOREIGN LANGUAGE LEARNING AND TEACHING: THEORETICAL ASPECT

The article is devoted to the theoretical aspects of using podcasting technology in foreign language teaching and learning. This communicative tool of social media has become an important educational instrument due to globalization and the rapid development of information and communication technologies in education. The author has analyzed the peculiarities of using podcasts as a means of mastering foreign languages both in a classroom and for independent work. Different classifications of podcasts have been specified. A thorough analysis of the benefits of using audio podcasts, video podcasts, and screencasts has been carried out. Thus, podcast media can be used as one of the alternative media in foreign language teaching and learning.

Teaching Methodology Instruments in Physical Education: A Systematic Review

ABSTRACT Studies on teaching methodologies have been one of the most analyzed research topics in Physical Education (PE). Many instruments have been created to examine the teaching methodologies in PE. This systematic review aimed to identify the tools used in peer-reviewed journals (until March 2022) that assessed teaching methodologies in PE. Articles selected for analysis were found in Web of Science, SCOPUS, PsycINFO, SportDiscus, and ERIC databases. Potential studies were located using different combinations of keywords related to teaching methodologies. Quality was checked through five criteria on a quality assessment list. A total of 63 instruments were extracted from 58 articles that evaluated teaching methodologies. This systematic review outlines the currently available instruments and their characteristics (i.e. author(s), name, variables/dimensions, items/categories, response format, sample, and type of instrument) to assess teaching methodologies in PE. Future works could use this review to employ and/or improve the existing tools.

Dimensions of Classroom-Based Assessments in Inclusive Education

Inclusive education aims to provide learning progress for all. It requires assessments to identify learning levels and progress and to adapt and evaluate instruction. We extend the classroom-based assessment (CBA) approach and argue that CBA in inclusive schools consists of the four dimensions of Instructional Decision-Making, Educational Assessment, Identification of Students with Special Educational Needs, and Progress Monitoring. For this paper, we developed both a framework of CBA for research interests and individual scales for each dimension (6 to 9 items per scale) in order to identify the four dimensions in which teachers need further training. To create a more manageable instrument for education and training practice, we tested a combined model as a questionnaire. In a survey of 110 teachers and 152 pre-service special education teachers (N = 252), the individual scales had good internal consistency (α = .92, .82, .92, .93). Using Confirmatory Factor Analysis, an initial combined model, consisting of the revised individual scales, showed acceptable fit values (CFI = 0.94, TLI = 0.89, RMSEA = 0.07, SRMR = 0.06) almost everywhere. The further development of the questionnaire and its significance and relevance for inclusive educational practice will be discussed.

The arts-education relationship, from the point of view or pedagogy, is not primarily to do professional artistic education. Educating "with" the arts means educating " throught" the arts and educating "for" an art

The objective of this work is to contribute to form criteria about arts-education relationship, from the point of view of Pedagogy, in the generic sense of understanding the arts as a field of education. This is an objective that is only resolved from Pedagogy, because, in Pedagogy, the relationship between ‘arts’ and ‘education’ means that the primary is education and therefore the relationship is substantively education. And that means that in the arts-education relationship, whose objective is to educate, it is necessary to integrate the traits of character and meaning which belong to the meaning of education. For this, the area of cultural experience “the arts” must be constructed as a field of education, whether it is a general field of education, a field of general education or a field of vocational and professional education.
 If we interpret and understand the arts from the perspective of education, the knowledge of education provided by Pedagogy is meso-axiologic, because what Pedagogy does is value the cultural area “arts” as education and build it as “field of education”.
 Pedagogy is necessarily specified as mesoaxiological pedagogy (medium-valueunderstanding) because the knowledge of education enables us to understand, in the intervention, each medium for its educational value. The objective of pedagogy is to transform information into knowledge and knowledge into education, building fields of education by means of the various cultural areas; and the arts constitute a cultural experience area which is knowable, teachable, researchable, and attainable that can become an instrument, object, and goal of education.
 The arts-education relationship can be analyzed with pedagogical criteria, and this means that the relationship is substantively education; it is first “education” and it is therefore an educational relationship.
 Thus, if we want to educate with the arts, by means of the area of cultural experience “Arts” we must achieve in the educatees (people who are being educated and are educated) values linked to the proper meaning of education just like any other school subject with which we are going to educate (it is what corresponds to common education through the arts).
 In addition, the arts-education relationship is adjectively “arts”, and this means that it provides education with the specific contents of the area of cultural experience “arts”. On the one hand, it provides specific educational values linked to the conceptual sense of the area of cultural experience ‘arts’: what does artistic experience means? how do I become sensitive to arts? How do arts improve me as a person, et cetera (this is what corresponds to specific education through the arts). On the other hand, it provides specialized educational values linked to the theoretical, technological, and practical knowledge of the arts as an area of professional and vocational development (it is what corresponds to specialized education in an art; it is specialized education for an art).
 The objective of this work is to contribute to understanding the arts as a common, specific, and specialized field of education. In pedagogical perspective, it is possible to distinguish, according to the arts-education relationship, the difference in meaning of the expressions “know arts”, “teach arts”, “educate with the arts”, “educate through the arts” and “educate for an art”. This distinction is relevant to make the educational design of the field of education ‘arts’.

KONSEP EVALUASI PEMBELAJARAN DALAM PENDIDIKAN ISLAM MENURUT AL-GHAZALI

Evaluation is an important instrument in education especially in learning systems. Evaluation must be carried out effectively so that it can provide real information related to the process and results of learning carried out. al-Ghazali is a figure in the world of Islamic education who certainly has his own views on the concept of evaluation. His views on education have become many references so that a study on the evaluation concept of al-Ghazali's perspective needs to be carried out. This study uses a qualitative approach with the type of library research or library research so that the data used is data derived from the literature relating to the research theme being carried out by the current researcher. The results of this study indicate that the term used by al-Ghazali to represent evaluation is the term al-Hisab/al-Muhasabah which means calculating, assessing, measuring, and correcting. The purpose of learning evaluation in al-Ghazali's view is to obtain information on the results that have been obtained by students, especially on the aspect of child morality so that it can be used as a reference for policy making. The concept of evaluation for Al-Ghazali tends to be more oriented towards how students can solve all the problems of life they find. Armed with the knowledge they have, students are expected to be able to overcome all life problems independently, the teacher's task is to help direct students to the right path, while students are required to be able to overcome them independently. The implication of the results of this research is that educators and students can know properly and correctly about their respective positions, rights and obligations.