National Education Research Articles

Suitability of the Independent Curriculum Teaching Modules with National Education Standards

On February 11st, 2022, the Minister of Education in Indonesia has formulated a new curriculum, named the Merdeka Curriculum. Therefore, the development of learning modules based on the new curriculum standards is necessary. Additionally curriculum development must adapt to the current era, which is the era of digitalization. Whereas teachers must continue to follow changes following the current curriculum as a form of adjustment. This study aims to determine the extent of teachers' understanding of the suitability of teaching modules under the Merdeka Curriculum. This study thoroughly explores the suitability of teaching modules made by teachers under the Ministry of Education and Culture's Merdeka Curriculum teaching modules. This research approach model uses case studies to be examined thoroughly. The data in this study were obtained through interviews and content analysis checklists with one 8th grade English teacher at SMPN 1 TALUN. The findings show that the conformity between the teaching module made by the teacher and the teaching module under the Ministry of Education and Culture can be declared appropriate because many components have been fulfilled. There are only a few that are not attached.

An examination of the cognitive demand levels posed by problems in the middle grades mathematics textbooks

This research investigated the cognitive demand levels of mathematics tasks within the middle school mathematics textbooks endorsed by the Ministry of National Education for the academic year of the 2023-2024. To achieve this, a qualitative research method was utilized, and document analysis was performed. In this direction, the textbooks were analyzed using descriptive analysis. The tasks within the textbooks were examined through the lens of Smith and Stein’s (1998) theoretical framework. The findings indicate that the majority of mathematics tasks in middle school mathematics textbooks exhibit a low level of cognitive demand. It was found that over 80% of the tasks fell into the categories of memorization and procedures without connections levels. It has been revealed that tasks at the levels of procedures with connections and doing mathematics, which are high cognitive demand levels, are uncommon. This shows that textbooks do not sufficiently support the potential of students to develop mathematical thinking and problem-solving skills. Based on these results, various suggestions have been made for textbooks. The most important of these suggestions include ensuring that students are cognitively exposed to higher level tasks and increasing the number of tasks that will improve their mathematical thinking skills. Thus, it will be possible for students to have a more effective learning process by deepening their mathematical understanding.

USING INFOGRAPHICS IN ORGANIZING ACTIVITIES TO EXPLORE STONE CARVING (NON NUOC STONE VILLAGE) TO DEVELOP QUALITIES IN ELEMENTARY STUDENTS

A new point in the 2018 General Education Program focuses on integrating national cultural education content into Social Science subjects and experiential activities. Using Infographics in teaching is significant in guiding students to self-study and develop necessary competencies. The article presents the teaching process using an infographic with the content of Stone Carving Craft (Non Nuoc Stone Village) in Experiential Activity 4 to develop students' qualities and meet the educational goals of the General Educational Program 2018. Research using pedagogical experimental methods on 02 classes and assess the difference between the ability groups of the two experimental classes using Independent Samples T-test through the ratio (%) groups of students achieved the corresponding quality components in each class. The results show that organizing the Stone Carving Activity (Non Nuoc Stone Village) through an infographic helps students develop qualities aligned with the 2018 General Education Program goals. Keywords: Cultural value; experience activities; infographic; grade 4; primary.

Evaluasi Proses Pembelajaran Pendidikan Agama Islam di SMK Muhammadiyah 4 Glenmore Kabupaten Banyuwangi

This article aims to find out the results of the evaluation and follow-up from the evaluation of the Islamic Religious Education learning process at Muhammadiyah Glenmore Vocational School with the CIPP Model developed by Stufflebeam. This research uses a qualitative approach and evaluative research type with the CIPP (Context, Input, Process and Product) evaluation model. The research data sources are school principals, PAI subject educators and student representatives. The main data from this research was obtained through descriptive analysis, with a data collection process through observation, interviews and documentation. Then the data was analyzed by data reduction, data presentation, and drawing conclusions. Based on the results of the research that has been carried out, the following results were obtained which were analyzed and adapted to the evaluation instrument for the implementation of national education standards. In the context evaluation by assessing aspects of curriculum components and program management planning, good results were obtained with a percentage score of 81.25%; In the input evaluation with an assessment in terms of procurement aspects, the condition of infrastructure and academic facilities for educators and students, a good percentage of 75% was obtained; In the process evaluation by assessing aspects of the equipment, learning process and teacher competency, good results were obtained with a percentage of 83.33; In product evaluation by assessing implementation aspects, the results of the assessment and competency of graduates obtained good results in the field with a percentage of 75%. These results show that the evaluation of the PAI learning process using the CIPP model at SMK Muhammadiyah 4 Glenmore is in the good category.

Exploring Potential Challenges in Implementing a Standardized Curriculum for the Physician Associate Program in India: Insights From Stakeholder Discussions

Introduction This article explores the potential challenges in implementing a national-level standardized curriculum for physician associate (PA) programs in India, an initiative under the directions of the National Commission for Allied and Healthcare Professionals Act of 2021. Methods Initiated in August 2023, a multistage process began with emailing a draft curriculum for review to key stakeholders, followed by a virtual meeting on September 3. Key stakeholders, including faculty from various universities, participated in focus group discussions (FGDs) at the International Association of Physician Associate Educators and the Indian Association of Physician Assistants annual conference on September 21, 2023, in Gandhinagar. Results Four major themes emerged: (1) faculty development, (2) faculty recruitment, (3) alignment with the National Educational Policy, and (4) the necessity of master's degree programs for PAs. Challenges identified included shortage of qualified faculty, uncompetitive salaries for academic roles, and low enrollment in master's programs. Recommendations included increasing financial compensation for teaching PAs, developing more PA educators through additional master's programs, encouraging hospitals to mandate clinical and teaching roles for recruits, and introducing pedagogical training for PAs interested in teaching. Discussion Implementing a standardized curriculum for PAs faces significant challenges, especially in faculty recruitment and retention. Engaging a broader range of stakeholders is essential for the successful rollout of the curriculum and for meeting India's evolving health care needs.

The problem of quality of qualified professional teacher training in Turkey

The education system of Ukraine is at the stage of European integration changes and internal modernization processes. The characteristic trends of this period are the realization of one's own national experience, its comparison with European and world traditions, as well as the need to analyze and highlight the most effective progressive ideas and advanced concepts that exist in the world space, the possibility of their adaptation to the needs of national education. Therefore, institutions of higher education must train qualified teachers, creative, possessing a high level of pedagogical skills, realizing their own autonomy and capable of developing original solutions. The novelty of the problematics of the studied topic is that the problem of the quality of professional training of a qualified teacher in Turkey has not yet found a comprehensive reflection and systematic generalization in the Ukrainian scientific and pedagogical discourse. Therefore, the goal of the study was to formulate the problem of the quality of professional training of a qualified teacher in Turkey. To implement the goals and objectives of scientific research, the authors relied on the following materials and methods of scientific research: 1) theoretical – analysis of scientific databases, electronic repositories of institutions of higher education, scientific institutions and libraries where dissertation abstracts, scientific publications and other scientific works are stored; systematization and generalization of research results; 2) empirical – conversations, correspondence with Turkish scientists and university professors; pedagogical supervision. The authors formulated the problem of the quality of training of a qualified teacher, which is a widely discussed problem for many years in the world and in Turkey itself, which proves the need to rethink the definition and boundaries of the teaching profession. On the basis of the generalization and systematization of the obtained results, the authors formulated the concept of "qualified teacher" – this is a novice teacher who has successfully completed training on an accredited educational program of initial teacher training. Scientific and practical recommendations on the use of constructive ideas of the Turkish experience to improve the quality of teacher training in the system of continuous pedagogical education of Ukraine are substantiated

Cultivation of Youth Patriotism in the New Era: Current Situation, Objectives and Practical Approaches

Youth patriotism education is an important part of maintaining national unity and promoting the growth and success of young people to realize the great rejuvenation of the Chinese nation in the new era. However, youth patriotism education in the new era presents the following status quo: firstly, the education method and content are single and boring; secondly, it is deeply impacted by the negative information on the Internet and the invasion of diversified ideologies and cultures; and thirdly, the cultural self-confidence is weakened, and the influence of traditional culture is declining. Patriotic education for young people in the new era should aim at realizing young people's emotional identity, ideological identity and behavioral identity of knowledge and action. To this end, patriotic education in the new era can be adjusted from the adjustment of the form and content of patriotic education, strengthening the governance of multiple subjects in cyberspace, as well as basing on traditional culture and firming up cultural self-confidence, with a view to enhancing the effectiveness of patriotic education for young people in the new era.

Influencing Factors and Strategies for Improving University Teachers' Job Satisfaction

With the rapid development of national higher education, the importance of university teachers' job satisfaction has become increasingly prominent. This paper discusses the previous research results on influencing factors and strategies to improve the job satisfaction of university teachers. Based on the analysis of the concept of job satisfaction in universities this paper summarizes the current situation of the job satisfaction of university teachers, and summarizes its influencing factors and existing intervention measures. For the administrators of universities to improve the existing institutions of universities, all departments should find a good focus in terms of factors and strategies and to improve the job satisfaction of university teachers.

Almanya’da Yetişen İki Dilli Türk Kökenli Çocukların Türkçe Öğreniminde Karşılaştıkları Motivasyon Süreçleri

The Turks, who migrated to Europe as "guest workers" in the 1960s, have settled in Europe. The majority of Turks who migrated to Europe currently live in Germany. In order to strengthen the ties of Turkish students living in Germany with the Turkish language and Turkish culture, the Ministry of National Education of the Republic of Turkey initiated "Turkish Language and Turkish Culture" courses in schools located in Germany. Teachers from Turkey have been appointed to provide this education. The inability of children from Turkish immigrant families to fully learn both German and their mother tongue negatively affects their social lives as well as their academic success. Consequently, this leads to educational problems. The aim of this study is to evaluate the motivation processes faced by bilingual and Turkish-origin children living and receiving education in Germany during their Turkish language learning process. Keywords: language acquisition, listening, bilingualism, mother tongue, immigrant

In Memory of Sergey Andriaka

Sergey Nikolaevich Andriaka (July 14, 1958 - May 16, 2024) was a distinguished Russian watercolorist, a celebrated artist and educator, and a pivotal figure in national art education. He served as editor-in-chief and a permanent author for the scientific and methodological journal Secreta Artis. Andriaka was the driving force behind the extensive scientific, methodological, and publishing efforts of the art institutions he founded and led: the Federal State Budgetary Educational Institution of Higher Education "Sergey Andriaka Academy of Watercolor and Fine Arts" and the State Budgetary Educational Institution of Additional Education "Sergey Andriaka Specialized School of Watercolor with a Museum and Exhibition Complex".This article represents the first comprehensive effort to summarize his substantial contributions, trace his professional journey, and provide foundational information about his artistic and pedagogical career. It explores the principles underlying the School of Watercolor and the Academy of Watercolor and Fine Arts, and delves into key aspects of Anrdriaka's unique teaching methodology, particularly his multilayer watercolor technique.The article features previously unpublished materials, such as drafts of Andriaka's autobiography and personal conversations with him.

Hope Has Augmented Reality Applications in Science Education Improved Academic Achievement? An Experimental Study

This research was conducted using the random pretest-posttest control group pattern of real experimental design, which is a subset of experimental research designs in the field of quantitative research. The study group consisted of students aged thirteen and fourteen in the eighth grades of private secondary schools affiliated with the Ministry of National Education in Turkey. Twenty students were selected for the experimental group, and twenty students were selected for the control group in an unbiased manner. However, in order to form homogeneous groups, the past academic records of the students of both experimental and control groups were examined before the students were randomly selected. Then, the random selection phase was started. An achievement test was developed for both the control and experimental groups to be used in the research. Additionally, augmented reality flashcards developed by FenAR related to solid, gas, and liquid pressures were used in the experimental group. The collected data were analyzed using the SPSS 25 package program. At the beginning of the study, it was determined that students' academic achievements were similar. Significant achievement was obtained in the experimental group, where augmented reality was used, compared to the class taught with a constructivist approach. Augmented reality, used as an educational tool, provided students with the opportunity to make abstract concepts more concrete and visually experience them. It can be concluded that especially complex science topics, when taught with augmented reality, become more understandable through 3D modeling and interactive simulations.

越南汉语学习者低龄化趋势：成因与现状分析——以胡志明市商业华语培训中心为例

<p>In recent years, there has been a noticeable trend of younger learners taking up Chinese globally. Since the Vietnamese Ministry of Education included Chinese as an elective foreign language in primary schools in 2021, the number of primary and secondary school students learning Chinese has significantly increased. To gain a more comprehensive understanding of the current state of Chinese learning in Vietnamese primary and secondary schools, identify potential challenges in the process of younger learners taking up Chinese, and provide valuable data support for the formulation of long-term Chinese education development plans, this study uses the Hoavan SHZ Chinese Training Center as a case study. It explores the enrollment situation and operational status of young learners over the past ten years. Through data analysis and interviews, the study examines changes in the age groups of young learners, the causes of the trend toward younger learners, the prospects for development, and the challenges faced. The results show that the number of young Chinese learners in Vietnam has been steadily increasing, with the age of learners continuously decreasing, including preschool children starting to learn Chinese. National education policies and the deepening of China-Vietnam cooperation are the main driving forces. To respond to this trend and meet the needs of parents and students, this paper advocates cultivating students' interest in learning, improving the quality of teachers, and refining teaching materials and methods.</p>

The Influence of Policy Investment on the Sustainable Development of Universities in Underdeveloped Regions: An Empirical Analysis of China’s Higher Education Landscape

The regional disparity in higher education development is critical for the sustainable advancement of the national education system. To address this issue, the Chinese government has implemented targeted support policies for higher education in underdeveloped regions, with the “Ministry-Province Co-construction Policy” serving as a notable example. This study investigates the impact of such policies on the development of universities in China’s underdeveloped central and western regions. First, the study analyzes policy documents to identify six primary policy pathways through high-frequency word extraction, social semantic analysis, and path integration. These policy pathways are quantified using representative indicators, which constitute the independent variables of the study. Second, by employing the framework of modern university functions, the study develops a sustainable development indicator system for higher education institutions. The performance scores for the sustainable development of 14 universities, derived using the entropy method, serve as the dependent variables. The study subsequently measures the effects of individual and combined policy pathways through two equations. The results indicate that some pathways are more effective than others. While all combined policy pathways yield positive effects, an excessive number of combinations can lead to diminishing returns. Finally, the study elucidates the measurement results, emphasizing that effective pathways highlight the essential roles of faculty, research, and teaching. Conversely, less effective pathways stem from inadequate inputs or slow responses. Although combined policy pathways generally exert positive impacts, an overabundance of combinations can dilute these benefits. The study suggests that administrative support for higher education in underdeveloped regions is advantageous. It underscores the necessity of distinguishing between more and less effective input methods, concentrating on resource allocation, and ensuring universities’ autonomy in utilizing support resources to achieve sustainable development in higher education within these regions.

Miguel Cardona addresses FAFSA, students’ civil rights

LAS VEGAS — When U.S. Education Secretary Miguel Cardona came to the national Education Writer's Association conference in June, it was expected that his interview was going to touch on some of the hottest topics in higher education today, namely the Free Application for Federal Student Aid and campus protests.

Self-Perception About Digital Skills of Pre-Service Teachers in a Thailand University Context

The digital revolution has significantly impacted education, with digital technology becoming an integral part of teaching and learning, resulting in the emergence of a digital society. Educational institutions at all levels currently demand new qualifications and knowledge from modern-day teachers, including digital skills for effectively transmitting knowledge to learners to ensure that learning outcomes align with societal needs. Developing pre-service teachers poses a challenge in being educators who effectively transfer knowledge to learners. This study examined the digital skills competence required for future teachers, linking these skills with Thailand’s National Qualifications Framework for Higher Education, Professional Teacher Standards, and National Educational Standards. A total of 36 competencies across six areas have been identified. This paper analyzed 360 responses from a convenience sample of undergraduate education students in Thailand based on this validated instrument. The research findings indicated that users prioritize information technology and communication skills, necessitating a diverse range of skills, including search, tool usage, communication, and collaboration through technology. This data can be used to design learning management systems to develop digital skills aligned with the evolving needs and essential skills of future teachers.

Impact of Human Resource Management on Innovation of Higher Education Lecturers: A Case Study at Local Universities in the Northern Midlands and Mountainous Region of Vietnam

The study was conducted to measure the impact of human resource management on the innovation of higher education lecturers in Vietnam. The research data were collected through surveys of 223 lecturers working at local universities in the Northern Midlands and Mountainous region of Vietnam. The quantitative results indicated that 8 groups of HRM practices, including recruitment, training, career development, job assurance, performance-based appraisal, job description, financial compensation, and participation, have a positive influence on lecturers' innovation. Knowledge sharing and organizational commitment have been proven to be the mediators in the relationship between HRM and individual innovation results. Based on the research results, the authors proposed recommendations to improve HRM practices to motivate lecturers' innovation among lecturers for the development of the university and national higher education.

Bleeding control methods for kids: A pediatric approach to the national education campaign-a pilot program.

The project purpose was to design and test an age-appropriate curriculum to train children aged 5 through 13 years on bleeding control methods based on the national Stop the Bleed initiative. Studies have shown that children as young as 5 years are able to perform first aid and cardiopulmonary resuscitation. The project aimed to demonstrate that children as young as 5 years can be taught bleeding control methods. Our hypothesis was that there would be a 60% retention rate on retesting of the children within 1 year across all age groups. The study design was an observational cohort study from February 2018 to January 2020. Participants (aged 5 through 13 years) were trained on bleeding control methods but using an age-based curriculum. The initial training included 500 children. The participants were taught tourniquet applications, wound packing, and direct pressure skills. The curriculum consisted of a 30-minute didactic portion with participant involvement and engagement followed by 30 minutes of hands-on skill training and demonstration. In addition, participants were required to be able to recite the "5 Rules" to helping hurt people. Descriptive statistics were performed. Participants were retested approximately 1 year after the initial training. The retest group only consisted of 227 participants because of a multitude of reasons for the decrease in children. Children were tested in comprehension and application of each skill. Results indicated a greater than 70% retention for all skills across all participants for the retesting after 1 year. The findings indicated that children as young as 5 years can be taught to perform bleeding control methods of tourniquet application, wound packing, and direct pressure. While the results indicate that the older the child, the better the retention, if children were provided multiple trainings over a 1-year period, the retention could be higher. Observational Cohort Study; Level VIII.

Strategic framework and global trends of national smart education policies

Integrating intelligent technology to promote smart education, had become a focus of education policies in many countries. However, there was little literature on strategies and trends of smart education policies at the national level. This study investigated the framework for developing national smart education strategies and trends of national policy making on smart education. Based on the Delphi technique method, a National Smart Education Framework was developed, consisting of four essential leveraging points: (1) forward-thinking governance and policy initiatives, (2) digital learning environments conducive to smart education, (3) transformative teaching and learning enabled through technology, and (4) overarching considerations. Additionally, a textual analysis method was employed to analyze 24 smart education policies from 24 countries or organizations, to uncover the strategies and policy trends of smart education in accordance with the proposed smart education framework. Promoting high-quality, inclusive, and accessible education, increasing Internet connectivity and access to digital tools, enhancing digital skills, ensuring information security and privacy, implementing new digital pedagogies, providing real-time feedback, emphasizing critical thinking, problem-solving, and creativity, etc. were the main trends for smart education policy making. The findings of this study provide valuable insights for policymakers and educators in shaping smart education policies and practices worldwide to promote sustainable development.

Differentiation and destandardization of family life courses: Theoretical and empirical links to sociopolitical regime types

Building on research on cohort-specific trends in life-course differentiation and destandardization, our study seeks to explore how patterns of family-life-course diversity relate to characteristics of sociopolitical regimes. Applying sequence analysis, we analyse cohort-specific family life courses from nine European countries and Canada, classifying them into five sociopolitical regimes (Nordic, Anglo-Saxon, Mediterranean, Continental, Eastern). We use data from the Harmonized Histories and the German National Educational Panel Survey. Our results indicate that sociopolitical regimes differentiate patterns of life-course diversity quite well in the Nordic, Anglo-Saxon, and Eastern European countries but to a lesser degree in the Mediterranean and Continental countries. In methodological terms, our results suggest that distinguishing patterns of diversity between and within life courses helps to create a more nuanced empirical account of changing life-course patterns, particularly in a cross-national perspective.

The aporia of education policy: national school reform and the limits of policy enactment

ABSTRACT In this paper, we deploy the concept of aporia to consider the ways in which enactments of policy become ‘stuck’ as policy flows between national and sub-national education systems. We illustrate the overlapping political, governmental and bureaucratic spheres of influence that mediate how national school reform agendas are received and enacted by schooling systems. Our analysis is based on interviews with senior bureaucrats from an Australian non-government sector’s national and state peak bodies representing Queensland, New South Wales, Tasmania and the Northern Territory. Drawing on conceptualisations of aporia as an impasse and more deliberatively, Lather’s interpretation of aporia as ‘moments of possibility’, we argue that aporias created by bureaucratic barriers, government timelines, government evaluation processes and the placement of accountability measures over schooling prevents the meaningful enactment of policy within school settings. We argue that there is a need to consider the generative possibilities that exist within this situation of policy aporia, and demarcate where possibilities to move beyond ‘stuck’ policy might arise.