Quality Of Education In Schools Research Articles

Achieving Sustainable Quality Education Targets: a Case Study in East Java, Indonesia

Objectives: This article aims to analyze the implementation of education policies designed to introduce quality education and identify barriers at the local level. The study focuses on an elementary school in Probolinggo City, East Java Province, Indonesia, to understand how these policies are being executed and the challenges faced. Methods: Interviews were conducted with various stakeholders, including school representatives, education office officials, and local government authorities. The study utilizes two types of data: primary data collected through interviews and secondary data from existing records and reports. Results: The findings reveal that the implementation of quality education policies at the primary school level is suboptimal in achieving the Sustainable Development Goals (SDGs) targets. This inadequacy is primarily due to weak coordination between education offices and schools. The study highlights that this poor coordination affects the ability to achieve inclusive and equitable quality education and support lifelong learning opportunities for all. Conclusion: The study concludes that the weak working relationship between schools and education offices significantly impacts the sensitivity of education office policies to school needs, thereby hindering the achievement of SDGs at the local level. The results emphasize the need for improved coordination and communication to ensure effective policy implementation. This study contributes to the development of policy implementation theory by providing insights into the sustainable strengthening of educational development strategies and expands theoretical and practical knowledge on local government policy implementation in the context of quality school education in Indonesia under the SDGs framework.

Implementing Character Education Values in Lampung Regional Songs for Critical Reading Learning Materials in Junior High School: Critical Discourse Analysis

This study focuses on implementing character education values through the lyrics of regional songs from Lampung as learning material for critical reading in middle schools. Four regional songs from Lampung were selected for analysis, focusing on values such as caution, consistency, courage, and integrity. The method used in this research is critical discourse analysis, identifying how character values are contained in the lyrics and how they can be integrated into the critical reading curriculum in middle schools. The results of this study indicate that the lyrics of Lampung's regional songs contain various character values relevant to character education in schools. In addition, this study also shows the potential for integrating regional songs as innovative teaching material to develop students' critical reading skills. This research can serve as a reference for policy-making in character education and developing critical reading teaching material. Keywords: Character Education, Lampung Regional Songs, Critical Reading, Critical Discourse Analysis, Middle Schools

Quality Management Process of Religious-Based Primary School Education

This research aims to reveal in-depth and give meaning to the planning, control, and improvement of religion-based elementary school education quality. This research method uses a qualitative approach through a multicase study plan with a constant comparative method. The research locations were SD Onekore 2 Santa Ursula Ende, SDK Santo Antonius Ende 2, and MIN Ende. The informants in this research were the Principal and Teachers. Data collection techniques use in-depth interviews, participant observation, and documentation studies. A structured set of questions designed to elicit information from stakeholders such as teachers, administrators, parents, and students about their perceptions, experiences, and suggestions regarding quality management in primary education with a religious foundation. The research results show that the Religious Primary School Quality Management Process has a strong commitment, which the founders inherited, managers, and previous education staff, and is preserved, continued, and strengthened by the management and education staff in the future. The meaning of quality by the management and educational staff of religious-based elementary schools is more holistic; the students' personalities are intact, and the quality management of religious-based elementary schools consists of school quality planning, quality control, and quality improvement. Through the quality management process of religious-based elementary schools, the school has a strong commitment, inherited by the founder, managers, and previous education staff, and preserved, continued, and strengthened by managers and education personnel.

Breaking Down Walls: Challenges in Teaching English to School Level Students

This paper addresses the challenges associated with English language instruction in rural schools of India. The language policy in school education poses both societal and individual hurdles. The prevailing quality of English language education in many Indian schools is concerning, with issues such as teacher proficiency, access to language resources, and instructional materials being primary concerns. Rural students face particularly arduous circumstances, lacking the resources and opportunities available to their urban counterparts, such as language labs and audio-visual aids. English is often perceived as a subject rather than a language by rural students, hindering their engagement and proficiency. Many students approach English studies solely for examination purposes, focusing on rote memorization rather than genuine language acquisition. This fear of English is compounded by the limited vision of some teachers, who prioritize exam results over long-term student development. Key Words: Rural, proficiency, circumstances, acquisition, resources memorization

Searching for A Better Educational System: Language Planning in Competency-Based School Curriculum

Purpose: The new European school curriculum focuses on innovation, competency-based learning and the integration of technology as ways to increase the quality of education and better prepare students for the challenges of the 21st century. This study investigates the effects of implementation of this curriculum, highlighting its benefits and potential challenges, especially in relation to the standard language. Theoretical Framework: The new European pre-university curriculum is explored in interdisciplinary approach, integrating the latest theories in teaching methodology with language planning and technology. Synthesizing the existing literature serves as a prerequisite for the analysis performed on the empirical research. Methodology: The impact of the implementation of the competence-based curriculum in Albanian school education are analyzed theoretically and empirically, emphasizing the advantages and shortcomings compared to the previous curriculum. Findings: The increase in the quality of school education is evident with the implementation of the new European curriculum, which prioritizes student-centered learning by incorporating technology into different learning scenarios. As shown by international evaluations such as Pisa, slow steps have been made in the national curriculum, which calls for further reforms by the educational authorities. Research Practical and Social Implication: The new national curriculum improves student outcomes and aligns with wider educational goals within the EU, influencing national identity and global social cohesion, which are important research areas. Originality/Value: This study values the competency-based curriculum as a necessity for preparing European students for a globally competitive world, pointing out some areas for improvements.

A model of management of methodological activity of a reference school based on the identification potential of a regional system for assessing the quality of education

Introduction. One of the conditions for improvement the quality of students' educational results is considered the improving the quality of human resources, as well as the arranging of methodological activities taking into account the analysis of educational results of students. It becomes important to search for to improve the quality of education in reference schools, which become the center of the methodical activities of this school district, and it is organized according to the principle of concentration and interchangeability of resources. The purpose of the research is to develop and to justify the model of management methodological activities of the reference school, aimed at filling the professional deficits of teaching staff of the school district, based on the identification potential of the regional system for assessing the quality of general education. Materials and methods. The study involved teaching staff of 10 reference schools and school districts, including 66 rural educational organizations of the Kirov region (Russia). The following methods were used: theoretical analysis, modeling, experimental work, statistical criterion of χ2 -Pearson. The measuring tools are: an author's questionnaire by the type of academic heading to identify the level of methodological competence of the teacher and the tasks of the All-Russian verification works on the Russian language and mathematics for schoolchildren. Results. A connection has been established between 6 functions of the methodological activity of the reference school and 7 components of the identification potential of the regional educational quality assessment system. The effectiveness of the construction of the methodological activity of the reference school based on the developed model through the fixation of facts is empirically substantiated: a) using descriptive statistics (in the experimental group, the proportion of teachers with a sufficient level of methodological competence increased (Russian ‒ from 32% to 77%, mathematics ‒ from 37% to 81%). 23% of Russian language teachers and 19% of mathematics teachers of the experimental group had a high level of methodological competence at the control stage, which was not revealed at the ascertaining stage); b) using evidence-based statistics: application of the χ2 -Pearson statistical criterion. After conducting experimental work, the significance of the differences between the experimental and control groups in terms of methodological competence is χ2 = 74.465 for teachers of the Russian language and χ2 = 58.329 for teachers of mathematics.This indicates a statistically significant positive shift in the development of methodological competence of teachers in the experimental group. Conclusion. The quality of students' academic results is largely determined by the quality of the methodological work organized in the reference school. An effective resource for improving the quality of learning outcomes is the identification potential of the regional educational quality assessment system and the management of methodological activities in the school district based on it.

Melia Widiarti Peningkatan Hasil Belajar Siswa Kelas III SDN Gondek Dengan Menggunakan Direct Method pada Buku Tema 3 “Benda Di Sekitarku”

This study aims to improve the learning outcomes of book topic 3 “Objects around me” of third grade students at SDN Gondek using a direct method. Class Activities Research (PTK) was conducted in her four cycles including observation, testing, and questionnaires as data collection tools. Early observations indicated that students had difficulty understanding the material, and this became the basis for using direct methods as an improvement effort. This cycle consists of planning, execution, evaluation, and reflection. Student learning outcome data is analyzed quantitatively and qualitatively and presented in graphic, tabular, and descriptive formats. The research results showed that students' learning outcomes improved significantly after using the direct method. The conclusion of this study positively contributes to the improvement of students' understanding of the topic. It is hoped that this research will serve as a reference for teachers, schools, and other researchers in developing effective learning methods. Furthermore, this study also provides a basis for further research on the development of learning methods to improve the quality of education in primary schools.

Student Attitudes and Teacher Strategies in the Aesthetic Education in Chinese Middle School Music Classes

This study aims to explore the current state of music education in Chinese middle schools within the context of aesthetic education. It focuses on middle school students attitudes toward aesthetic education and the challenges and strategies music teachers face when implementing aesthetic education in their classrooms. Through questionnaires and interviews with 13 music teachers and 1032 students from 7 middle schools in Guangdong Province, this research reveals that students generally have a positive attitude toward aesthetic education, considering it an essential part of their holistic development. However, the study also identifies multiple challenges teachers face in implementing aesthetic education, including varying interests and levels of understanding among students, curriculum design and textbook selection, and a lack of adequate teaching resources and support. In response to these challenges, teachers have adopted a series of strategies, such as innovating teaching methods, utilizing technological tools, and enhancing teacher-student interaction, to improve the effectiveness of aesthetic education. This study provides an empirical basis for improving the quality of music education in Chinese middle schools and offers suggestions on how music teachers can effectively implement aesthetic education.

Technical Guidance Preparation of the Education Unit Operational of the Kurikulum Merdeka for Teachers in Elementary Schools

This community service activity involving the IAI Agus Salim Metro Lampung PKM team aims to overcome obstacles for elementary school teachers in implementing the Independent Curriculum. This program provides benefits for various parties, including elementary school teachers at SDN 2 Sri Agung, SDN 2 Subing Karya, SDN 2 Ppurwosari, SDN 2 Srimulyo Anak Ratu Aji, and SDN 6 Tanjung Jaya, Central Lampung. The main obstacle faced by teachers in preparing the Operational Curriculum of Education Units in the Learning Curriculum is related to understanding concepts and their application in daily learning activities. Teachers need a comprehensive understanding of the preparation of the Operational Curriculum of Education Units with the Independent Learning Curriculum approach. The direction from the PKM Team makes an important contribution in delivering information, strategies, and approaches that support teachers to develop operational curricula effectively. Teachers in elementary schools who follow this technical guidance have experienced improved skills in developing operational curricula. This helps them to adapt the Merdeka Belajar Curriculum approach according to the characteristics and needs of students in their environment. Through a better understanding of the Merdeka Belajar Curriculum, teachers can design learning that is more contextual, relevant, and in accordance with student needs. This has the potential to improve the quality of education in Primary School, spark students' interest in learning, and improve their academic achievement.

The Impact of the Double Reduction Policy on the Educational Anxiety of Parents Under Big Data

In the context of the “double reduction” policy, using big data to carry out precision teaching is an effective way to improve the quality of teaching in schools and reduce the burden on teachers and students and increase efficiency. The formal implementation of the “double reduction” policy has not only reduced students' academic burden, but also increased students' spare time. However, according to relevant data, the current level of anxiety among parents about their children's education is still high, and different parents have different levels of education anxiety. In order to study the impact of the “double reduction” policy on the educational anxiety of parents of primary and secondary school students in the context of big data, this article puts forward some suggestions related to eliminating the educational anxiety of primary school parents based on the existing problems and their causes, so as to create a good educational atmosphere.

Study Habits and Academic Performance of Undergraduate Nursing Students: A Descriptive Study

Students' academic achievement is greatly influenced by their study habits. Academic Success and Study Habits are tied to and dependent upon one another. There are pupils with various degrees of academic achievement who come from various environments, communities, etc. The academic performance of students has been one of the main indicators used to evaluate the quality of education in schools, colleges, universities, and Institutions. It is a complex process that is influenced by several factors, such as study habits. The study aims to study the study habits and Academic performance of undergraduate Nursing students. Materials and Methods: A self-structured questionnaire schedule tool has been prepared to assess the effect of study habits and Academic performance. The tool was given to 100 students of all the 3rd year and 4th year B.Sc. Nursing students in a Google form. Result: In terms of analysis of study habits and academic performance and the Association between Study habits and academic performance, undergraduate Nursing students had above-average study habits, with a median and SD of 66 ± 9.82 and 8 ± 1.69 respectively. The test was done using a chi-square test. There is a statistically significant association between Study habits and academic performance. The p-value=0.000 Conclusion: The study habits of nursing students have a significant impact on their academic performance. The findings underscore the need for educational institutions to provide resources and guidance on developing strong study habits.

Effect of Educational Equity on the Quality of Education in Selected Schools in Kwimba District, Tanzania

This study examined the effect of educational equity on the quality of education specifically, how the equitable distribution of resources affects quality education in public secondary schools in Kwimba district. It employed a mixed research approach with an embedded design and comprised 271 participants, including students, teachers, heads of schools, ward education officers (WEOs), and district education officers (DEOs). The study was carried out in kwimba district, Mwanza Tanzania from July,2023 to September, 2023. Both probability and nonprobability sampling techniques were used to select the participants. The data were collected through questionnaires, interviews and document reviews. The findings revealed that despite the number of challenges, the equitable distribution of resources significantly affected the attendance, retention, and performance rate of students. The results show that equity in resources improves education through the provision of nutrition and food, fee-free programs, the equitable distribution of teaching and learning materials, the construction and rehabilitation of infrastructure, and the allocation of qualified and adequate teachers. Basing on the findings, it was concluded that to improve the quality of education in secondary schools in Kwimba district, there should be a concerted effort to ensure the equitable allocation of educational resources. There should be a collaborative effort among parents, the community and the government to ensure that the challenges that limit students from accessing school resources are minimized or eliminated.

PHÁT TRIỂN NĂNG LỰC GIÁO DỤC STEM CHO GIÁO VIÊN TIỂU HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018 Ở THÀNH PHỐ HỒ CHÍ MINH

Applying STEM education to primary schools leads to many practical benefits, in line with the trend of general education innovation. The Ministry of Education and Training deployed Official Dispatch 3089/BGDDT-GDTrH dated August 14, 2020 on implementing STEM education in schools at 3 levels: STEM lessons, STEM experiences, STEM scientific and technical research. However, in current reality, the quality of STEM education in primary schools still has many limitations from teachers and administrators. This article reviews and analyzes the current status of STEM education in primary schools in Ho Chi Minh City, thereby developing measures to manage STEM education capacity development activities for primary school teachers to meet the 2018 General Education Program.

BIỆN PHÁP QUẢN LÝ HOẠT ĐỘNG BỒI DƯỠNG NĂNG LỰC SƯ PHẠM CHO GIÁO VIÊN TIỂU HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

To well realize the goal of innovation and improving the quality of education in primary schools, it is necessary to foster and develop teachers' capacity, especially pedagogical capacity. Pedagogical capacity has a great impact on the effectiveness of teachers' teaching and educational activities. Fostering pedagogical capacity for primary school teachers to meet the 2018 General Education Program is an urgent issue in theory and practice. The article presents research results, theoretical analysis and develops solutions to manage pedagogical capacity training activities for primary school teachers to meet the 2018 General Education Program.

The Role of Supervision in Effort To Increase Quality of School Education

Objective study this will heighten quality learning and create situational learning that will become inspirational, interactive, and pleasant to learn. So that educator must be able to use techniques, methods, strategies, and approaches to learning. Suite something planning supervision academic, prove that 1) have objective supervision; 2) identify; 3) establish as well as design; 4) identify as well as decide source power; 5) compose; 6) arrange procedures as well as monitoring procedures as well as assessment; 7) determine as well as decide steps. For raising quality education, role supervision education cannot be ignored. Supervisor (supervisor, head school) is mandatory to have expertise as well as seriousness in supervising educational forums in order to raise quality education.

Analysis of Managerial Competence of School Principals in Improving the Performance of Elementary School Teachers in Banda Aceh City


 
 
 Management ability is an ability that must be possessed by the principal in using school administrative management activities, including planning ability, organizational ability, implementation ability, and evaluation ability. The research aims to explore the managerial head in improving teacher performance. This research uses a type of qualitative research using descriptive. The instruments in the study are questionnaires, interviews, and observations. Data collection techniques use interview methods or interviews to parties who directly have relationships or interested parties in this study. This research uses a qualitative approach with a descriptive method, data collection in the research is carried out through interview guidelines. The subjects of the study were principals, supervisors and teachers at elementary schools under the Bungong Jeumpa Cluster of Banda Aceh City. The results of the study found that the school management process, it is seen that the quality of education in elementary schools has improved, and the principal has demonstrated various effective leadership qualities, including strong personality, decision-making ability and excellent communication skills, wholehearted dedication. etc. Acting as a school leader; encourage teachers to consistently carry out their duties and functions in accordance with the subjects they teach; implement leadership models that support the achievement of school goals.
 
 

Quality Index of School Education by Multiplicative aggregation

Quality school education depends on a host of factors like tangible learning outcomes, efficient governance, necessary infrastructure, equitable academic opportunities, etc. For evaluation of evidence-based policy making in the education sector, the Ministry of Human Development and NITI Aayog, Govt. of India developed School Education Quality Index (SEQI) and assessed performance of States and Union Territories of India. The paper describes methodologically sound measure of overall performance in school education (OPSCI), avoiding normalization/scaling, selection of weights and covers all chosen indicators to reflect overall improvement/decline of a State/country in current year with respect to base year. The proposed index considering multiplicative aggregation of the chosen indicators has wider applications, satisfies desired properties, facilitates construction of OPSCI for India, in addition to State-wise indices. Thus, it is possible to have inter-country comparisons and inter-region comparisons. OPSCI also helps in identification of critical indicators requiring managerial attentions, plotting path of overall progress across time by a State or a country, testing statistical hypothesis regarding equality of the index for two countries/States or equality of the index for a single country/State across time using conventional t-tests on the logarithms of the observations. OPSCI with theoretical advantages is recommended. Future studies suggested.

Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria

Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords. Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.

Features of the educational strategy of school graduates when entering regional universities in Russia

Introduction. With the change of generations, changes in the socio-economic conditions of life, global processes affecting local levels, the previously habitual mechanisms for the functioning of social institutions, in particular, education, also change. Restrictions on entry into the higher education system generate competition for state-funded places, and the USE mechanism is a key way to select the most talented and capable applicants. School graduates find other ways to universities because of the competitiveness and complexity of the Unified State Exam, along with the traditional trajectory of entering a university. The purpose of the study is to identify and analyze the educational strategies that Russian school graduates choose, the factors that determine this choice, and the problems that give rise to the variety of educational trajectories of graduates. Materials and methods. The study was conducted using an online survey among first-year students of two Volgograd universities – Volgograd State University and Volgograd State Technical University in October 2022 (N=527), the task of representation by gender and age was not set. Methods: analysis of sources, online survey, scaling, mathematical statistics (calculation of arithmetic mean), analysis of frequency distributions, analysis of contingency tables. Results. The quality of preparation for the USE is provided not only by general education schools, but also by various forms of additional education, tutors, courses, online schools. The overall level of USE results in the Volgograd region, based on average values, fluctuates in the range of 45-55 points out of 100, while the average scores for admission to the studied Volgograd universities, which were included in the study area of the authors, are 66.4 and 68.7 points, and in the capital - much higher. However, as the analysis of empirical data shows, the decision to enter a university is made on the basis of a wider range of factors, including the territorial location of the university, family traditions, and the socioeconomic status of the family. A rational approach to the implementation of the educational strategy gives rise to the so-called. "transit" trajectory of entering the university after college graduation. Admission to an institution of secondary vocational education can be an intermediate stage (for example, the share of college graduates in full-time departments of universities in Volgograd is 13%, in Russia – about 21%), or be the ultimate goal of the educational trajectory. Conclusion. Admission to a university after the 11th grade brings to the fore the quality of education in schools and preparation for the Unified State Exam, as a tool for the competitive selection of applicants applying for state-funded places at a university. Entering a university after graduating from college is not the most popular strategy, but it avoids the procedure for passing the exam, since admission is based on the results of the university's internal exams. Entering college after the 11th grade is a forced measure and reflects the problems of limited access to higher education on a budgetary basis, competition among applicants, poor preparation for the Unified State Examination, low level of family well-being, etc.

Образовательные и мотивационные предикторы академических достижений (на материале данных PISA 2018 по чтению)

<p>Academic achievements of teenage students are an important indicator of their further success and adaptation to life in adult society. The material of the study was the data collected for the international project PISA 2018 on a representative sample of Russian teenagers (<em>N</em>=7608). The article presents the results of studying the role of educational and motivational factors (controlling for gender and family environment) of academic achievements of Russian teenagers based on the material of PISA 2018 on reading literacy. We confirmed that regarding the environmental (family and teacher) factors in the academic achievements of schoolchildren, the role of SES as an important predictor of schoolchildren's academic achievements, the role of teacher support for active involvement in reading is significantly positive factor, and Teacher-directed instruction is negative factor. The study confirmed an important contribution of motivational variables to reading literacy, reading engagement was proved to be a positive predictor, and fixed mindset about intelligence was proved to be a negative predictor of reading literacy competence. The discussion shows that the data obtained generally corresponds to international data on predictors of academic achievement among schoolchildren based on the PISA 2018. The results obtained can be used in the context of teacher training and for improving the quality of education in Russian schools.</p>