Principles Of Education Research Articles

PSIKOLOGI DAN PASTORAL KONSELING DALAM PENDIDIKAN ORANG DEWASA

This article discusses the important role of developmental psychology in adult education, especially in the context of Christian education. Understanding the characteristics of adult development, such as cognitive, social, emotional, and spiritual development, is essential for Christian educators to design effective and relevant educational programs. This article describes several principles of adult education based on developmental psychology, such as adult-centered learning, relevant learning, collaborative learning, and sustainable learning. Furthermore, this article discusses how the principles of Christian education can be integrated with developmental psychology to create holistic and meaningful educational programs for adults. The research method used is literature with data collection techniques that identify sources relevant to the research topic. This can be books, journal articles, research reports, theses, dissertations and other documents that can be accessed in the library or online. Data Collection: After identifying relevant sources, the researcher collects data by reading and recording important information that is in accordance with the research objectives. Data Classification: The data that has been collected is then classified based on certain themes or topics to make the analysis process easier. Data Analysis: Data that has been classified is then explained to find patterns, concepts, or theories that are relevant to the research topic. This analysis can be descriptive analysis, comparative analysis, or critical analysis. Synthesis and Interpretation: The results of data analysis are then synthesized and interpreted to provide a deeper understanding of the research topic. Researchers connect the findings obtained with existing theories or concepts to answer research questions.

Menavigasi Tantangan dan Krisis: Masa Kini dan Masa Depan Pendidikan Islam pada Abad 21

Islamic education faces great challenges in integrating religious values with modern science in the midst of rapid social and technological change. amid rapid social and technological changes. This research aims to formulate an Islamic education paradigm that is relevant and able to overcome the problems between science and religion. and religion. The research methods used include philosophical and empirical analysis of the current Islamic education system and the application of the principles of Islamic education. empirical analysis of the current Islamic education system and the application of the principles of integrative education.principles of integrative education. The results show that Islamic education needs to adopt a theocentric and anthropocentric approach and remove the boundaries between science and religion. between science and religion. The implications of this research are the importance of curriculum renewal and teaching methods that are more holistic and adaptive to the changing times to improve the quality of education and adaptive to changing times to improve the quality of education and form individuals who are faithful, pious, and forming individuals who have faith, piety, and noble character.

MANAJEMEN TATA KELOLA LIMA PONDOK PESANTREN SALAFIAH DI KABUPATEN SERANG

This study analyzes the management of five Salafiah Islamic boarding schools (pondok pesantren) in Kabupaten Serang, focusing on planning, organizing, executing, monitoring, and financial management. Data were collected through observations, interviews, and document analysis. The results show that these pesantren have structured planning with clear vision, mission, and curriculum aligned with Salafiah Islamic education principles. The organization of administration and student activities is effectively managed by the Kiyai, senior students, and alumni. Regular implementation of educational programs and extracurricular activities helps develop students' character, spirituality, and skills. Monitoring is conducted based on pesantren norms with appropriate sanctions. Financial management relies on voluntary contributions, infaq, zakat, and waqf, without charging fees to students' parents. Community support and government policies significantly aid the development of these pesantren. Overall, the management of Salafiah pesantren in Kabupaten Serang is effective with good planning, organized administration, structured implementation, strict monitoring, and transparent financial management.

From statutory localism to Strasbourg jurisprudence: the changing legal place of Humanism in religious education in England

ABSTRACT This article will show how statutory localist principles for religious education in England have become increasingly entwined in national and supranational European processes, most recently after demands for Humanism’s inclusion in syllabuses. Four legal phases are outlined. The statutory localism of 1944 is described, notably the establishment of locally agreed syllabuses addressing contextual needs. Then, the 1988 reforms are considered, especially the inclusion of criteria with a national focus on ‘Great Britain’. Next, the first of two recent human rights cases in the English courts is reviewed: R (ex. P Fox) v SSE, in 2015, under A2P1 of the European Convention on Human Rights (right to education), on the absence of Humanism in examination specifications. Finally, R (ex p. Bowen) v. Kent County Council, in 2023, on Kent’s refusal to accept a Humanist representative, under Article 14 (freedom from discrimination) is discussed. It is argued that local decision-making must now pay attention to complex national and supranational law. The arrangements suggest an unwieldy intersection of the local and global. Local decision-making has become geographically indeterminate as contextual concerns, national judicial decisions and supranational obligations must be addressed.

Inclusive education: Bridging the gap between online and face-to-face teaching modalities

In the post-COVID-19 era, higher education institutions worldwide are increasingly adopting a blend of online and face-to-face teaching. The pandemic-induced shift to remote learning has prompted concerns about the inclusivity of online education compared to traditional classroom settings. This study aimed to evaluate the principles of inclusive education across both modalities, drawing on the experiences of (85) students from Birzeit University during the second semester of the 2022-2023 academic year. Three courses were examined: Scientific Research Methodology, Applied Action Research in Inclusive Education and Special Education, and Advanced English Language. Following a qualitative approach and descriptive analysis, the study collected data through students' reflective journals, in which they described their experiences with both teaching modes. The analysis was guided by UNESCO's 2017 inclusive education framework categorized into four domains: diversity and alignment in teaching methods, active participation and interaction, accessibility of educational materials and equity and justice. Findings indicated that although students generally perceived face-to-face teaching as more inclusive, there are potential benefits of a blended approach were also acknowledged, suggesting that combining online and face-to-face methods could enhance inclusivity. The study recommended a blended teaching approach to improve accessibility and flexibility, providing options that accommodate students' diverse needs, preferences and impairments. Additionally, it emphasized the importance of equitable access to technology and the internet to overcome barriers in hybrid learning, ensuring that no student is left behind.

DESAIN DIDAKTIS UNTUK MENGATASI HAMBATAN BELAJAR SISWA SD PADA PEMAHAMAN KONSEP LUAS BANGUN DATAR

This research focused on students who faced challenges in understanding concepts of two-dimensional area. The primary cause of these learning obstacles was the lack of mastery and comprehension in mathematics. To address this, a didactical design was developed based on the principles of the Realistic Mathematics Education (RME) model, aimed at helping students overcome these difficulties. This design was initially tested with fourth-grade students to observe their responses during the learning process. Despite some unforeseen reactions, the analysis of these initial implementations informed a revised design, which was subsequently tested again. The didactical design was divided into three sessions, each with anticipated student responses in mind. The research employed Didactical Design Research (DDR) using qualitative methods, including learning barrier tests, short fill-in lists, interviews, questionnaires, documentation, and field notes for data collection. The study resulted in a didactical design that could be effectively used to improve students' understanding of two-dimensional area concepts in mathematics.

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

Abstract The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.

A case-controlled trial evaluating the summative performance of the 3-D skills Model

BackgroundNear-peer teaching is a popular pedagogical teaching tool however many existing models fail to demonstrate benefits in summative OSCE performance. The 3-step deconstructed (3-D)skills near-peer model was recently piloted in undergraduate medicine showing short term improvement in formative OSCE performance utilising social constructivist educational principles. This study aims to assess if 3-D skills model teaching affects summative OSCE grades.MethodsSeventy-nine third year medical students attended a formative OSCE event at the University of Glasgow receiving an additional 3-minutes per station of either 3-D skills teaching or time-equivalent unguided practice. Students’ summative OSCE results were compared against the year cohort to establish whether there was any difference in time delayed summative OSCE performance.Results3-D skills and unguided practice cohorts had comparable demographical data and baseline formative OSCE performance. Both the 3-D skill cohort and unguided practice cohort achieved significantly higher median station pass rates at summative OSCEs than the rest of the year. This correlated to one additional station pass in the 3-D skills cohort, which would increase median grade banding from B to A. The improvement in the unguided practice cohort did not achieve educational significance.ConclusionIncorporating the 3-D skills model into a formative OSCE is associated with significantly improved performance at summative OSCEs. This expands on the conflicting literature for formative OSCE sessions which have shown mixed translation to summative performance and suggests merit in institutional investment to improve clinical examination skills.

Disseminating our knowledge in an inclusive society: An inaugural editorial statement

Inclusive research is essential at all stages of research, including data collection and dissemination. This essay investigates how current literature and the practical application of inclusive practices in the academic setting illuminate this critical but often overlooked aspect of research. It offers the South African policy of Working Paper 6 (WP6) to clarify how the principle and policy of education for all learners can be implemented in inclusive societies and development, which confront various obstacles due to psychosocial issues. It discourses the purpose of the South African Policy of WP6 and its discourses in multiple contexts by adopting innovative and more inclusive techniques for dissemination, intellectual and developmental disability research, and analysis that can reach far beyond the academic walls. It finally discusses barriers to inclusive dissemination and methods to overcome them. Even though further research needs to be explored in this regard, this article would be beneficial to scholars to champion and implement inclusivity to make research more meaningful and accessible to all who are affected by any form of exclusion and discrimination in our society.

MAXSUS TA’LIM TIZIMIDA EKOLOGIK TA’LIM-TARBIYaGA QO‘YILADIGAN TALABLAR

In this article, the requirements for environmental education in special schools, principles of environmental education, consistent and effective methods of environmental education, educational process of visually impaired, hearing impaired and mentally retarded students, knowledge of ecology It has been analyzed the work that should be done in the acquisition of culture and skills, ecological culture, methods of ecological activity, its corrective development and the formation of personal qualities.

The Principles of Home Care for Patients with Stroke: An Integrative Review.

Patients With Stroke (PWS), like patients with other chronic health conditions, need long-term care in home settings. Patient transfer from hospital to home is associated with challenges such as care quality impairment and ineffective patient need fulfillment. The aim of this study was to assess the principles of Home Care (HC) for PWS. This integrative review was conducted in 2023 using the method recommended by Whittemore and Knafl. The Web of Science, Google Scholar, ScienceDirect, ProQuest, Scopus, Cumulative Index to Nursing and Allied Health Literature, PubMed, and specific databases for stroke care guidelines were searched to find relevant articles published between 2010 and 2023. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was used for document screening and selection. The data were analyzed using the constant comparison method. Primarily, 2608 documents were retrieved, and 22 of them were included in data analysis. The principles of HC for PWS were categorized into six main categories: principles of transition from hospital care to HC, principles of assessment for HC, principles of education for HC, principles of designing an HC plan, principles of HC measures, and principles of discharge from HC centers. The present study provides a detailed overview of the principles of HC for PWS, which can be used to develop standard guidelines and improve the quality of HC for PWS.

Enhancing critical thinking and problem-solving skills in upper elementary students through game-based learning

Introduction. The acquisition of knowledge by students to more actively develop their minds through challenging activities in the form of contextual problem analysis and academically oriented training in thinking skills is still lacking. Solving an inappropriate problem can trigger students' reluctance to try to solve the problems presented because the problem presented will be an early "gateway" as a stimulus that can subsequently stimulate students' thinking, so the skill of the teacher in "packaging" a problem as interesting as possible may be one of the determining factors in the success of the application of the learning model. Study participant and methods. This study included approximately 600 middle school students (grades four through six) in Indonesia, situated in a township with a median family income of IDR72,000,000/year and a median household income of IDR48,000,000/year, where 9.3% lived in poverty. The ethnically diverse composition featured 40.22% Javanese. The chosen school lacked academic tracking in social studies classes for grades 4-6 and had a willing teacher for Game-Based Learning (GBL) interventions. Using a quasi-experimental design, three GBL intervention classes (62 pupils) were randomly selected from five sections taught by the participating teacher, while seven classes (115 students) received conventional instruction. The study aimed to evaluate GBL's impact on social studies education, employing Denah Education Game (DENDA) with specific objectives for territories. The results. The findings indicate that students in the Game-Based Learning (GBL) group had a slightly higher average post-test score (M = 3.66) compared to conventional students (M = 3.60). Similarly, the average score of GBL students on the delayed post-test (M = 2.11) was slightly higher than the score of conventional students (M = 2.00). However, both the post-test (F(1,96) =0.07, p >0.05) and delayed post-test (F(1,91) =0.45, p >0.05) did not show a consistent effect, according to these results. The study indicates that the Game-Based Learning (GBL) intervention successfully enhances students' understanding with slightly higher post-test and delayed post-test scores compared to traditional teaching methods. The findings emphasize the importance of student discourse in game-based scenarios, with higher-level conversations predominantly observed in intra- and inter-group discussions. Despite fluctuations in intellectual activities, student engagement and critical thinking remain high. However, challenges in addressing gender differences and implementing GBL in conventional classroom settings need further research and development focus. Conclusion. The study supports integrating Game-Based Learning (GBL) into conventional classrooms, noting no significant differences from traditional teaching. However, caution is advised due to implementation challenges. Gender differences underscore the need for further exploration of GBL effectiveness across genders and grade levels. Positive impacts on critical thinking are seen through student-centered learning and authentic problem-solving scenarios. GBL aligns with best teaching practices, emphasizing engagement and student-driven learning. While acknowledging limitations, the research calls for ongoing exploration of GBL's potential in fostering critical thinking and aligning it with traditional educational principles for maximum effectiveness in diverse classrooms.

Uniting Science and Faith: A Re-STEAM Interdisciplinary Approach in Islamic Education Learning

This study explores the effective Re-STEAM (Religion, Science, Technology, Engineering, Arts, and Mathematics) interdisciplinary approach in teaching Islamic Religious Education (PAI) at SDIT Al-Khawarizmi and SDN 031 Tanah Grogot, Indonesia. The research addresses the need to revitalize PAI learning by integrating it with other disciplines, particularly science and technology. Using qualitative methods with a phenomenological approach and Multi-Site Design, the study investigates the impact of Re-STEAM on student learning outcomes. Results indicate that this approach significantly enhances students' learning motivation, critical thinking skills, and understanding of PAI materials. Integrating science and faith through Re-STEAM helps students apply Islamic values daily and prepares them for 21st-century challenges. Moreover, it demonstrates that modern science complements religious teachings, fostering a balanced development of intellectual, emotional, and spiritual intelligence. The findings suggest that the Re-STEAM approach effectively combines academic competence with strengthened faith and character, aligning with the core principles of Islamic education.

Injustices of Shadow Information Technology in Creating Open Educational Resources

The emergence of open educational resources (OER) promotes open access which aims to widen information access as part of smart learning in higher education institutions. However, this has caused these institutions to rely on shadow information technology (SIT) for information access and service delivery, to the point where shadow IT principles contradict open education principles. When adopting and developing OER, academics, developers, and students often opt for different software or system software based on the usability and preferences of the system. Higher education institutions (HEIs), such as the University of South Africa (UNISA), are still conscious of the IT policy in terms of the appropriation of prescribed information and communication technology (ICT). However, this institution advocates for the adoption and development of OER, and social injustices when appropriating shadow IT are not yet addressed. To investigate the challenges and injustices encountered by academics in the utilization of shadow IT when creating OER, this study opted for a qualitative research approach. The data source was academics responsible for tuition and research. For data triangulation purposes, documents such as ICT policy, tuition policy, and comprehensive open distance e-learning (CODeL) policy were considered. To propose a model, this study utilized various concepts from different theories such as "structure", which refers to the rules and resources that actors rely on in their practice and form the systems' pattern; the "used technology", which describes how user groups utilize existing technology; and the negative impacts of shadow IT (cost, risk, inconsistency, and control). The study established that, while creating OER, academics rely primarily on shadow IT which has negative impacts in an organization. This is an indication of academic stakeholders continuing to break the shadow IT roles, consciously or unsuspectingly, by being innovative while complying with the institutional mandate of open access in education. In addition to the suggestion of a shadow IT injustices model as the main contribution, this study further proposed that the institutional social capital needs to articulate social injustices associated with shadow IT to protect academics during the creation of OER. This implies that future research may examine the shadow IT injustices among all other twenty-six public universities in South Africa.

Advancing Self-Directed Learning in the Saudi EFL Higher Education: A Call to Further Action

This paper advocates the integration of self-directed learning (SDL) principles in Saudi EFL higher education. It emphasizes the vital role of SDL in promoting autonomy, intrinsic motivation, and crucial lifelong learning skills. It explores the potential impact of SDL within the unique framework of EFL education in Saudi Arabia, covering diverse aspects such as its integration with technology, relevance in higher education, and considerations of learner preparedness and pragmatic attitude. The aim is to empower Saudi EFL students to independently navigate their language acquisition journey. Through an extensive review of SDL literature, the paper highlights the significant advantages of integrating SDL into Saudi EFL curricula, positioning it as a transformative force that can equip students with the essential competencies required for academic success in a globally connected world. The paper concludes by thoroughly discussing the potential implications for educators and policymakers in Saudi EFL higher education, emphasizing the importance of fostering self-directed learning (SDL) as a fundamental strategy to promote academic independence and adequately prepare students for the evolving demands of a globalized society.

Our House Won't Rebuild Itself: Peace, Love, and Hope as Tools to Transform Graduate Medical Education.

Graduate medical education (GME), the period of specialty and subspecialty training following attainment of a medical degree, is the final step in a continuum of medical education culminating in independent physician practice. This manuscript uses the metaphor "our house" to describe all aspects of the GME environment in which health care professionals and trainees learn and work. Our house's inhabitants have unequivocally stated that our house is in a state of disrepair. While physicians-in-training inevitably face challenges on their journey to independent practice, those from historically marginalized backgrounds face these challenges compounded by the disproportionate impact of identity-based harms. The authors use critical and liberatory theories to explore dominant power dynamics in GME, classifying identity-based harms as silence, pain, and despair. To strive for true transformation, the authors advocate for a new set of house rules, a different way of co-existing based on the principles of liberatory design. The authors call on readers to rebuild the house of GME by drawing parallels between the foundational human values of peace, love, and hope and the educational principles of psychological safety, identity safety, and belonging. To transform GME, our community must make space in our house for all individuals to join, and indeed, to rebuild together.

Mini-Courses for Open Digital Competences for Educators

The concept of Digital Competences for Educators is very important within European educational policies. Recent definitions of DigCompEdu are provided in a scientifically sound framework describing what it means for educators to be digitally competent DigCompEdu: European Framework for the Digital Competence of Educators and in the EU DEAP (Digital Education Action Plan 2021-2027 Resetting Education and Training for the Digital Age) defined in Sep 2020. This paper presents the results of the OpenDigCompEdu Erasmus+ project to accelerate the digital competences of educators in school education from Spain, Romania, Croatia, Greece and Norway towards the sustainable adoption of more online and blended approaches in education through the use of open educational technologies and open education principles. The paper presents the development of 5 micro-courses, all related to the development of digital education competences and to be offered online and in a blended format in Moodle Academy.

Digital Developmental Advising Systems for Engineering Students Based on Accreditation Board of Engineering and Technology Student Outcome Evaluations

The purpose of this research is to examine the benefits and limitations of the implementation of novel digital academic advising systems based on the principles of authentic outcome-based education (OBE) using automated collection and reporting processes for Accreditation Board for Engineering and Technology (ABET) student outcomes data for effective developmental advising. We examine digital developmental advising models of undergraduate engineering programs in two universities that employ customized features of the web-based software EvalTools®, including an advising module based on assessment methodology incorporating the faculty course assessment report, performance indicators, and hybrid rubrics classified according to the affective, cognitive, and psychomotor domains of Bloom’s learning model. A case study approach over a six-year period is adopted for this research. The two case studies present results of samples of developmental advising activity employing sequential explanatory mixed methods models using a combination of quantitative and qualitative analyses of a) detailed students’ outcomes and performance indicator information and b) self-evaluation of their professional development and lifelong learning skills. The findings of this study show that digital advising systems employing the faculty course assessment report using performance indicators and hybrid rubrics can provide comprehensive and realistic outcome data to help both developmental advisors and students easily identify the specific cause of performance failures, implement practical recommendations for remedial actions, and track improvements. Inherent strong skills can also be identified in academically weak students by observing patterns or trends of relatively better-performing outcomes to reinforce their natural affinity for learning specialized competencies to help them pursue related and successful career paths.

Faculty application and perceived effectiveness of cognitive psychology principles in medical education. A mixed method study

ObjectiveThe objective of the study was to explore the extent to which faculty members in undergraduate medical education apply cognitive psychology principles in their teaching practices, and to evaluate the perceived effectiveness of these principles in enhancing student learning.MethodsThis mixed method study was conducted on faculty members of public and private sector universities. Focused group discussions were conducted, and the responses of the participants were measured on a 5-point- Likert Scale. The instrument was tested for validity and reliability by measuring Cronbach’s alpha and performing exploratory factor analysis. Mann–Whitney U test was applied on the attributes scores to compare 13 attributes by institutions, designations and domains.ResultsOne theme, 7 sub-themes and 19 categories were identified from the focused group discussion. as Kaiser- Meyer-Olkin index was 0.88 and Bartlett’s test of sphericity was significant. Reliability was established at 0.95. The faculty self-perceived practicing psychology principles mostly scored in the middle level, where they think they apply less strategies. While highly significant results were noted for using Meyer’s multimedia principles.ConclusionFaculty members followed the principles of cognitive psychology to some extent. However, they all felt that using these principles can transform the teaching and learning of medical education.

Exploring Forgiveness through Theologically Informed Education: Lessons from Judaism

Education serves as the primary line of defense against crime and other psychological difficulties. Children exposed to adversity and emotional challenges may be susceptible to various risks, potentially leading to criminal activities. Forgiveness has been demonstrated as a healing influence in the lives of individuals who have experienced hurt and accumulated negative emotions due to life events. Understanding forgiveness from a young age, in both theory and practice, may facilitate improved relationships and psychological well-being. This article underscores the significance of forgiveness education, advocating for a culturally and theologically sensitive approach. In this article we will offer an example of integrating forgiveness education principles with insights from Judaic sources. The aim is to generate insights regarding theologically sensitive forgiveness in general by focusing on Judaism. As we demonstrate, the implications of this approach extend beyond the Jewish context, and our conclusions and recommendations are applicable to diverse cultures and religions worldwide.