Development Of Competence In Students Research Articles

INCLUSIVE COMPETENCE AS A COMPONENT OF THE FUTURE MATHEMATICS TEACHER’S PROFESSIONAL COMPETENCE

The article deals with the concepts of «inclusive competence of a teacher» and «inclusive competence of a future mathematics teacher», with the latter being considered as a component of their professional competence. The aim of the article is to characterize inclusive competence as a component of professional competence and to analyze the content of its structural components. Research methods: analysis of scientific sources on the issues of inclusive education and the development of teachers’ inclusive competence to define the essence of the concept «inclusive competence» and its structure, as well as comparison, systematization, and generalization to characterize the content of the inclusive competence components in future mathematics teachers. The inclusive competence of future mathematics teachers is defined as an integral personal and professional characteristic and a component of their professional competence. The structural components of inclusive competence in future mathematics teachers have been identified and characterized: motivational-value, cognitive, activity-operational and reflective. The cognitive and activity-operational components of inclusive competence in subject teachers reflect the content and specifics of a particular subject or field of knowledge (such as physics, mathematics, physical education, etc.) and the specifics of teaching these subjects in an inclusive educational environment. components refer to the organization of an inclusive educational environment where children with special educational needs will study. Key skills include the ability to adapt learning materials to suit the students’ awareness, taking considering their special perception, memory and way of thinking, as well as offering engaging forms and methods of teaching. In this context, it is important to draw on the achievements of primary school mathematics teaching methods, such as the «Numicon» (method, Cuisenaire rods, Dienes’ method, edutainment technologies, eidetic techniques and mnemonic devices). The cognitive and activity-operational components of inclusive competence in future mathematics teachers are continuously developing, updated with information about new resources, methods, technologies and opportunities for organizing mixed and distance learning for children with special educational needs (such as online platforms). They are also enhanced by the teachers’ experiences. It has been proven that to ensure the efficiency of inclusive education and the development of mathematical competence in students with special educational needs, a comprehensive preparation of future mathematics teachers for professional activity in an inclusive environment is necessary. This should be based on the unity of theoretical and practical components at the general pedagogical, methodological and specialized levels. It is also important to create conditions and motivate future mathematics teachers to develop their inclusive competence through self-education and informal learning.

Service quality, loyalty building and institutional image at a university in Lima, Peru using structural equations

The objective of the research was to explain the satisfaction of students at a private university in Lima, Peru, by applying structural equations. The study aimed to explain the perceived quality of service and how it contributes to student loyalty and institutional image. A purposefully designed quantitative survey was administered to a convenience sample of third-semester university students, considering the semesters 2022-I, 2022-II, and 2023-I. A total of 655 responses were included in the analysis. Descriptive and inferential analyses were conducted to test the proposed hypotheses and identify findings. The results demonstrate a statistical relationship between the variables. The quality of service perceived by the university students almost entirely (99%) explained their satisfaction with the university services provided. Satisfaction, in turn, influences the institutional image by 91% and loyalty by 47%. The image perceived by the students accounts for 39% of their loyalty to the university they attend. Given that the development of student competencies is a primary objective of higher education, this is important because the participants are preparing for qualified employment. For this reason, the use of quality surveys in education is of interest to academics, communities, and governments alike. Although the quality results of this study are admirable, based on them, the dimensions of quality can continue to be reinforced over time. Studying service provision, student satisfaction, and loyalty can help educators and institutions improve learning.

Organizational and pedagogical aspects of interaction between teacher and students in distance learning conditions

The paper examines organizational and pedagogical aspects of interaction between teacher and students in distance learning conditions. Organizational aspects include the need for strict adherence to curriculum, administrative support, use of modern technology, and training for both teachers and students. Pedagogical aspects include the development of key competencies in students, such as focus, mutual trust, mutual assistance, systematic communication and the use of a variety of learning modalities. An example of the structure of a lesson in higher mathematics ("Differential Equations") is presented, where organizational aspects are discussed, such as the preparation of educational material and the creation of a learning environment, as well as pedagogical aspects, such as targeted learning, mutual trust and mutual assistance, systematic communication and feedback, and the use of a variety of learning modalities. The methodological support of the training session is also considered, including basic concepts and definitions, educational material and online resources.

Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature

INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.

DEVELOPMENT OF LINGVOCULTURAL COMPETENCE IN THE DIGITALIZATION PROCESS

This article is devoted to the problem of the development of lingvocultural competence in students in the process of digitalization. The aim of this article is to examine the impact of digitalization on the development of lingvocultural competence, focusing on how digital tools and technologies can enhance the teaching and learning of cultural and linguistic knowledge in an increasingly globalized world. This article employs a mixed-methods approach to explore the development of lingvocultural competence in the context of digitalization. The main research methods are a qualitative analysis of selected case studies performed to illustrate how digital tools and platforms (e.g. online language learning platforms, digital tools for intercultural communication) are currently being used to develop linguistic and cultural competence. Lingvocultural competence, the ability to understand and effectively use language in relation to the cultural values and practices it reflects, is becoming increasingly important in the digital era, where communication transcends national and cultural boundaries. The article analyzes how digital technologies, online learning platforms, and digital communication tools influence the teaching and learning of lingvocultural knowledge. It also examines the challenges and opportunities presented by digitalization in promoting intercultural understanding. Through a review of current digital resources and methodologies, the article provides insight into how educators can leverage these tools to enhance lingvocultural competence among students. The findings suggest that while digitalization offers new avenues for cultural and linguistic exchange, it also requires innovative approaches to ensure effective and culturally sensitive communication in a globalized digital world.

OPEN SOURCE TEXTBOOK AS A RESOURCE FOR THE TEACHING-LEARNING PROCESS OF ALGEBRA IN INITIAL TRAINING OF MATHEMATICS TEACHERS

Objective: To determine the implications of the use of open source text in the teaching-learning process of algebraic structures in the initial teacher training of the mathematics specialty in a state university in Peru. Theoretical Framework: The conceptual and epistemic bases of open learning are systematically addressed through interactive texts, as well as the aspects related to the teaching-learning process in university higher education. Method: The study has a mixed approach, pre-experimental design and correlational level, the target population was mathematics education students and a sample of 46 randomly chosen students, data collection is carried out through a diagnostic questionnaire, another multiple alternative and an interview, in the study sample classes are held through the open source book; then the learning achieved at the conceptual level is evaluated. procedural of algebraic structures. Results and Discussion: In this research it is evident that students did not know the open source online text for the study of mathematics, but they have skills in the use of digital technology; but with the use of the digital book they assimilate the concepts, perform demonstrations and solve problems efficiently, raising their level of motivation towards learning. Thus, the relevant use of open source books significantly improves learning and the development of mathematical competence in students. Research Implications: Strengthening of interactive and personalized activities for a comprehensive training of mathematics content mediated by digital technology, reinforcing in a sustained way the culture and mathematical competence of teachers in initial training. Originality/Value: Implementation of an innovative approach in pedagogical practice, through the use of open resources for the assimilation of mathematical concepts and procedures in a dynamic, efficient and effective way. The value of research is evidenced in the praxis of didactic strategies in the context of the digital age, oriented to the knowledge of algebraic structures by mathematics teachers.

PHÁT TRIỂN NĂNG LỰC GIAO TIẾP TOÁN HỌC CHO HỌC SINH LỚP 10 TRONG DẠY HỌC CHỦ ĐỀ PHƯƠNG PHÁP TỌA ĐỘ TRONG MẶT PHẲNG

Mathematical communication is one of the core competencies that needs to be formed and developed for students in the teaching of Mathematics in high schools. In this research, we have identified the manifestations of mathematical communication competence in 10th-grade students in teaching the topic “Coordinate Methods in the Plane”, based on a survey of opinions from 68 high school mathematics teachers in the provinces of Nghe An and Ha Tinh. Additionally, the research was also conducted with 32 10th-grade students who were assigned several learning tasks related to the topic “Coordinate Methods in the Plane”, with the aim of understanding the manifestations of students’ mathematical communication competence and the mistakes they made related to these manifestations. From there, propose several teaching methods to contribute to the development of mathematical communication competence in students in teaching this topic. Keywords: Mathematical communication competencies; 10th-grade students; coordinate methods in the plane.

ANALYSIS OF THE INDEPENDENT CURRICULUM OF LEARNING AQIDAH AKHLAK MATERIAL AT SMK YPPI SURABAYA

This study aims to analyze the implementation of the Independent Learning Curriculum in the subject of Aqidah Akhlak at SMK YPPI Surabaya. The Independent Learning Curriculum is a new initiative from the Indonesia government that emphasizes learning flexibility and holistic student competency development. This study uses a qualitative descriptive method with data collection techniques through observation, interviews, and documentation. The results of the study show that the implementation of the Independent Learning Curriculum at SMK YPPI Surabaya has had a positive impact on improving students' understanding of Aqidah Akhlak material. Teachers have an important role in designing interactive and contextual learning according to the needs of students. In addition, the challenges faced include limited resources and adaptation to curriculum changes. However, with collaborative efforts between teachers, students, and school management, the implementation of the Independent Learning Curriculum is able to improve the quality of Aqidah Akhlak education and form the character of students with noble character.

The Role of Self-Awareness in Mediating the Influence of Islamic Boarding School Policies and Regulations on the Competency Development of Santri: PLS-SEM Approach

Self-awareness allows individuals to be more aware of how they respond to lodge policies and regulations. They will be better able to be aware of these policies and regulations in influencing their behavior, attitudes, thought patterns, and competency development. This research explores the role of self-awareness in mediating the influence of Islamic boarding school policies and regulations and competency development. Quantitative methods with PLS-SEM analysis were used to test the feasibility of discriminant validity and research hypotheses. Data was collected through a questionnaire with 50 students at the Al-Idris Islamic Boarding School, Banyudono, Ponorogo using the purposive sampling method. The results of the analysis show that Islamic boarding school policies have a significant positive effect on self-awareness (β=0.521; ρ=0.000) and competency development (β=0.295; ρ=0.014). Furthermore, self-awareness was proven not to mediate the influence of policies (β=0.125; ρ=0.103) and Islamic boarding school regulations (β=0.075; ρ=0.129) on the competency development of students. The research results show that student self-awareness is strongly influenced by Islamic boarding school policies and regulations, which in turn support the development of student Competency. The implications of this study show the importance of education that focuses on developing students' self-awareness as part of efforts to prepare them to participate actively in society. The suggestion from this study is that Islamic boarding school education should focus more on developing self-awareness as a strategic step in developing their competency.

Формування графічної компетентності майбутніх фахівців технічних спеціальностей засобами штучного інтелекту

The article considers the use of artificial intelligence tools to improve the efficiency of teaching graphic disciplines. The article analyses the possibilities of AI for personalising the learning process, automated assessment, providing interactive tasks and real-time feedback. Such approaches can increase student motivation, improve the quality of learning outcomes, and make the learning process more adaptive to the individual needs of each student. Special attention is paid to the impact of AI on the development of professional skills of students of technical specialities. The use of interactive simulations and virtual environments controlled by artificial intelligence helps students to better master complex graphic and spatial concepts. Students have the opportunity to independently work on graphic tasks in a virtual environment that simulates real-world professional conditions, while receiving instant feedback from the system. This approach also promotes critical thinking and creativity in solving graphic problems. The article also discusses methodological approaches to the introduction of AI into curricula, in particular, the integration of new technologies into the educational process without disrupting traditional educational methods. It is noted that effective integration of AI requires an integrated approach, where technologies work in cooperation with the teacher, complementing traditional teaching methods and creating conditions for the development of the necessary competencies in students. The importance of an integrated approach to the use of artificial intelligence, where technologies complement traditional teaching methods, contributing to the development of graphic competence, is substantiated. Future research will be aimed at an in-depth study of ways to improve the teaching of graphic disciplines using artificial intelligence, as well as their integration into programmes for students with special educational needs.

IMPLEMENTASI PENILAIAN RANAH AFEKTIF PADA PEMBELAJARAN BAHASA INDONESIA MI/SD

Assessment standards according to Permendikbud No.66/2013 explain that in the 2013 curriculum there are assessment techniques and tools including assessment of attitudes, knowledge and skills aspects. Development of student competence in learning and assessment includes affective, cognitive and psychomotor aspects. In the assessment, the teachers give an attitude value that is appropriate for students to carry out and just to understand students. The results of this study state that aspects of affective assessment in the 2013 curriculum include attitude evaluation consisting of 1) observational assessment by observing students inside and outside the classroom during the Indonesian language learning process; 2) self-assessment is carried out during questions and answers with students; 3) peer-to-peer assessment by conducting positive assessments between students; 4) journal assessment is done by looking at attitudes and student learning outcomes in Indonesian subjects.

DEVELOPING COMMUNICATIVE COMPETENCE OF STUDENTS AT ENGLISH LESSONS

In the article the importance of developing communicative competence of students at English lessons, as one of the backgrounds for forming an individual is considered. The recent studies of solving this issue, as one of the necessary conditions in learning a foreign language, are overviewed. In the article the notion “communicative competence” and its components are determined: grammatical competence, discourse competence, that is the ability to build sentences in discourse for the purpose of forming meaningful integrity from a set of utterances, sociolinguistic competence, which lies in understanding the right usage of language standards, that depend on a particular context and strategic competence, which determines language techniques, that are used when interlocutors have a communication gap as a result of imperfect language knowledge. These techniques include: correction, paraphrase, parable, repetition and pause. The article exercises, tasks for developing communicative competence worked out by its author. Special attention is paid to the brainstorming activities, as an example, the author gives spidergram “Teacher”. The developed approach allows to monitor communicative competence development of students and to fulfil additional methodological approaches for developing creative activities of students.

PENGEMBANGAN KOMPETENSI SISWA SEKOLAH MENENGAH KEJURUAN MELALUI PELATIHAN MERANGKAI BUNGA GUNA MENUMBUHKAN KETERAMPILAN KEWIRAUSAHAAN

Vocational High School (SMK) or vocational education is a balanced combination of theory and practice with an orientation towards the work readiness of its graduates. Vocational school graduates can not only work in certain fields, but can also go on to higher education and entrepreneurship. Entrepreneurial skills are creative and innovative abilities in developing a business so that it is different from others. Not just bouquet business. The implementation method for this activity different, but also analyzing market potential to gain profits. A business or business skill that is possible and is often used as a souvenir for other people is the flower bouquet or snack is the demonstration and duplication method which focuses on female students in classes X and XI, SMK Negeri 2 Singaraja. This vocational high school competency development activity was held on June 8 2023, in the Hall of SMK Negeri 2 Singaraja which is located at Jl. Srikandi, No.9, Babakan, Baktiseraga, Buleleng. This activity was attended by students of SMK Negeri 2 Singaraja classes X and XI, a total of 15 participants. The objectives of this vocational high school student competency development activity are focused on, 1) Fostering creativity and entrepreneurial spirit through a series of snack bouquets. 2) Provide knowledge and skills and be able to see business opportunities.

PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE AND SKILLS BACKLOG PERPETUATED BY EMERGENCY REMOTE TEACHING

The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This study aimed to uncover the knowledge and skills backlogs experienced by pre-service teachers. The study is framed within various concepts that characterize an ideal science teacher. Using a qualitative case-study design, data were collected through interviews with nine pre-service teachers who were subjected to the ERT. Transcripts of the interviews were analyzed thematically using the established framework as a lens. The findings indicate that while the science pre-service teachers acquired some technological knowledge, there was a concurrent loss of sufficient content knowledge, a crucial prerequisite for the development of Pedagogical Content Knowledge (PCK). Additionally, the pre-service science teachers highlighted a lack of knowledge in practical work and the specific pedagogies essential for teaching science. The implications of these findings are discussed in the context of moving forward. Keywords: case study, COVID-19, knowledge and skills backlog, pre-service science teachers, teacher education

Основные проблемы топонимики (лингвометодический статус понятия «топонимика» в системе современного вузовского обучения)

The question of the linguistic and methodological status of the concept of “toponymy in the system of modern university education” is considered. The question is raised about the need for proper attention to toponymy as one of the levels of the lexical system in the process of mastering the system of relevant scientific concepts and categories of the modern Russian language. It is stated that the formation of the competencies provided for by the Federal State Educational Standard for Higher Education in the process of studying the discipline “Modern Russian Language” at a university is impossible in full, since the information presented does not fully correlate with the scientific understanding of lexical systematicity. The purpose of the article is to identify the main problems of toponymy associated with the linguistic and methodological status of this scientific specialization in the system of modern university education, to formulate theoretical principles that would contribute to increasing effectiveness in the process of professional training of bachelors. It has been proven that in connection with the actualization of state attention to the preservation of traditional moral values of the Russian ethnic group, the preservation of the historical memory of the people, the study of toponymic material seems especially relevant. in the course of studying modern Russian language. Toponyms are nothing more than ethnic memory, embodying the traditional worldview and view of the world of today. In connection with the above, toponymic information is relevant both in terms of history and geography; at the same time, this knowledge is also a mechanism for studying a certain linguistic culture. Thus, the multifunctionality of toponymy and onomastic awareness in general motivate the legitimacy of the “presence” of toponymy as a separate scientific specialization in the course of studying the modern Russian language. So, perhaps, it is the interdisciplinary nature of toponymy that has led to a number of problems, the solution of which will ensure the optimization of the course “Modern Russian Language” in terms of its theoretical content and contribute to the development of competencies in students that are required by the Federal State Educational Standard for Higher Education of the Russian Federation.

Spanish Teachers’ Beliefs about Plurilingualism: A Case Study in a Monolingual Context

In Spain, the learning of foreign languages has become one of the most interesting educational challenges in recent decades. Regulatory changes have been proposed to align with the Council of Europe’s language policy, which aims to promote plurilingualism and pluriculturalism among European Union citizens. Although the development of plurilingual competence in students has become a key goal, there is little evidence regarding the beliefs of current teachers, especially in monolingual contexts, where multilingualism is mainly developed through instruction. This study involved 307 teachers who taught languages or subjects in a foreign language. The results reveal beliefs about the promotion of plurilingualism, the objectives of language learning, the importance of plurilingual competence, and its characterization that at times do not align with the European language policy and its approach to plurilingualism, though there is agreement on other issues. Among the variables analyzed, two variables—academic training and the number of languages known—were found to significantly influence the beliefs revealed.

Independent Curriculum Development in Primary and Secondary Education (Schools and Madrasas)

The development of the Merdeka curriculum in the context of primary and secondary education plays a crucial role in forming character and preparing students to face future challenges. This research aims to provide insight and inspiration to educators and educational institutions regarding developing the Merdeka curriculum, especially in madrasas and school environments. The research method used is historical or document study, which involves collecting data from various sources such as scientific journals, news, and official documents. Implementing the Merdeka Curriculum in the Indonesian education system marks an essential step towards improving the quality of education, giving schools the authority to adapt the curriculum to local needs and competencies. By emphasizing the development of student competence and character, flexibility in curriculum design, and emphasis on essential content, the Merdeka Curriculum aims to create a learning experience that is meaningful, fun, and relevant to current developments.

Automated Competence Assessment Procedures in Entrepreneurship

This study endeavors to automate the assessment of competencies within the domain of entrepreneurship, specifically targeting the augmentation of entrepreneurial cognition and conduct within universities in German rural regions, like Lower Franconia. Employing methods, including literature analyses and expert interviews, we formulated and validated an entrepreneurship competence profile and accompanying self-assessment tool. The ensuing evaluative framework is poised for seamless integration into learning management systems, thereby facilitating intelligent competence monitoring within educational environments. Purpose: The aim of this thesis is to develop an automated competence assessment procedure in the field of entrepreneurship. This can be used in the university environment in the long term to promote and teach entrepreneurial thinking and behavior in order to sustainably improve the quality of learning outcomes and achieve targeted promotion of entrepreneurship. Methodology: Based on a relevant literature analysis, four guideline-based expert interviews were created and conducted. The results of the interviews were compiled and validated in a structured competence profile (entrepreneurship competence profile). Based on this competence catalog for entrepreneurs, an empirically valid self-test was created using standard psychometric questionnaire construction methods. Results: The entrepreneurship competence profile and a consequential empirically validated self-test for competence assessment were created. This test provides the basis for the long-term competence development of students and can further be embedded automatically into a learning management system (LMS) as part of intelligent competence monitoring, which allows for the recording of competencies for each student and the individual incorporation of gap closure into the curriculum. Originality/value: In previous research, there were no competence profiles or competence assessment procedures in the field of entrepreneurship that derived relevant competencies directly from actors within this environment. This work illustrates the development of a competence assessment procedure for entrepreneurs and shows which methods can be used to close prevailing research gaps in the field of intelligent competence monitoring.

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

The Role of Educational Transformation in the Digital Era in Improving Student Quality

<p><em>This study illustrates how educational transformation in the digital era plays a significant role in improving the quality of students. Through the utilization of various platforms and digital tools, education becomes more innovative and dynamic. Adaptive learning processes enable the development of skills in line with the needs of the modern job market. The aim of this research is to describe the role of educational transformation in the digital era in enhancing the quality of students. The research employs a qualitative approach with interview, observation, and documentation methods to obtain relevant data related to the research on the role of educational transformation in the digital era in improving the quality of students. The research is conducted in the Accounting Education Program at Muhammadiyah University of Surakarta with three lecturers and three students as informants. Data obtained from informants is further processed using the triangulation technique, involving different sources of data and methods. The steps of data analysis include merging, sampling, recording, data reduction, and drawing conclusions. The research findings indicate that the transformation provides significant opportunities to enrich students' learning experiences. However, challenges such as variations in technology understanding among lecturers and the need for the development of digital competencies in students must be addressed. Strong institutional support, including providing training for lecturers and adequate infrastructure on campus, is acknowledged as key to the successful implementation of these changes. This transformation not only contributes to the improvement of student quality but also encourages collective efforts in overcoming emerging obstacles.</em></p>