School Student Teachers Research Articles

The Improvement of Science Media Project Based on Scrapbook to Improve Teaching Material Design Skills of Prospective Primary Teacher Students

The aims of this research were to develop a scrapbook-based science media project to improve the design skills of prospective elementary school teachers. This research used quantitative research with the Research and Development (RD) research method . With the ADDIE development model, this research used analysis, design, development, implementation and evaluation. The results of this research based on media experts clearly showed that in the media aspect, the technical quality of the scrapbook and the size of the media have a presentation value of 82.26%, 89.05%, 91.92%, so it is concluded that the results is very good. A linguist's analysis clearly showed that in terms of language clarity, suitability for student development, the size of conformity to language rules with presentation scores was 85.46%, 89.75%, 92.32% , so it was concluded to be very good . The results of the material expert analysis clearly showed that in terms of material coverage, material accuracy, up-to-dateness and stimulating desire, media presentation with presentation values was 87.56%, 89.84%, 93.12%, 90.44%, 91.61%, so it can be concluded that the results is very good. A feasibility analysis clearly showed that in the aspects of coverage of language rules, presentation of material, and coverage of conformity with presentation scores of 90.08%, 91.45%, 90.11%, it is concluded that it is very feasible. The results of the gain normality test analysis were 0.81, so it can be concluded that there has been an increase in the design skills of prospective elementary school teacher students in the high category. This was caused by scrapbook- based science media products using decorations in the form of pictures, photos and important notes that were interesting to students so that the students concentrate more on learning. The scrapbook-based science media project can improve science learning literacy.

Pelatihan Penggunaan Aplikasi Geogebra sebagai Media Pembelajaran Inovatif pada Calon Guru Sekolah Dasar

Innovative learning media is a form of developing learning media designed to provide a more interesting and interactive learning experience for students. Due to the importance of using innovative learning media, prospective elementary school teacher students must be equipped with various technology mastery skills to develop their abilities so that they can present a meaningful teaching and learning process. Meaningful learning certainly requires interactive media to support the implementation of classroom learning. One program that can be used is the GeoGebra program. The GeoGebra program is a computer or smartphone program that can visualize abstract mathematical material. The GeoGebra application shows that this program can be used as a bridge in delivering mathematics material so as to make it easier for educators in the teaching and learning process. The purpose of this training is to increase the knowledge and abilities of prospective elementary school teachers in designing and using GeoGebra in learning mathematics. In this service, an example of the material practised during the training is. The results of this service can be said to be successful, as seen from the enthusiasm of the participants in participating in the training. This is also marked from the results of the posttest questionnaire that 100% of participants are ready to use the GeoGebra application in developing learning media.

The influence of critical friendships on secondary student teachers engaged in collaborative action research

ABSTRACT In this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined here at grades 9 through 12) in the last year of a two-year Masters program from a large, research-intensive university situated in the West of Ireland. The student teachers were organized into 11 critical friend groups of three to five members focused on conducting collaborative action research on the integration of different approaches to lesson planning. Four university supervisors guided the critical friend groups on the topic of lesson planning and offered three lesson plan templates including a long form, shortened form, and a form created by the student teachers themselves. Data were gathered via group feedback forms, surveys, and action research papers. Data analysis entailed the use of open coding, categorization of recurring codes, and analytic memos. Assertions were generated based on recurring trends in the data. Findings indicated that student teachers as researchers have the capacity to leverage the resources, skills, and knowledge gleaned from their critical friend groups to advance their development as teachers and teacher researchers. Their collaborative relationships help ensure a sense of confidence and respect for one another and for the teaching profession itself.

Primary schools teachers’ attitudes towards the benefits of cooperative learning and their awareness about its five basic principles: summer in-service teachers, Sidama regional state, Ethiopia

ABSTRACT The objective of this research was to investigate summer in-service primary school student teachers’ attitudes towards the benefits of cooperative learning (CL) and their awareness of its five basic principles. This research was conducted at Hawassa University in Sidama Regional State of Ethiopia. A descriptive research design with a mixed-methods approach was used. A total of 160 summer in-service teachers were randomly selected from 4 departments. Data were gathered through questionnaires and interviews and analysed quantitatively and qualitatively. The findings revealed that the majority of participants had a positive attitude towards the academic significance of cooperative learning; however, very few of them had a positive attitude towards the benefit of social skills of CL. The findings also revealed that a great majority of the participants found that they did not have adequate awareness of the five basic principles of CL.

Discipline and Honest Character Formation through the Implementation of Electronic Traffic Law Enforcement in High School Students

The issue of traffic violations has been discussed by the general public for a long time. This shows a low level of discipline. This study aims to analyze the formation of disciplinary character and honesty related to the implementation of ETLE. This research is descriptive research with a qualitative approach. The subjects in this study were 2 high school Civics teachers, 2 counseling teacher, 1 high school student affairs teacher, 3 police officers, and 3 11th grade high school students. Data collection in this study was conducted by interview and documentation. Data validity checks were carried out using crosscheck techniques. While data analysis uses qualitative analysis techniques with stages: data collection, data reduction, data display and verification and confirmation of conclusions. This study resulted in the findings of the formation of Discipline Character in high school applying positive discipline because the teachers set a good example first and socialize what the benefits of school rules are. The method of forming honesty only relies on exams, reprimands and students who consult BK. Supervision related to this is also carried out when students are at school and wearing uniforms. If outside of that the school leaves it to the parents. The application of ETLE does not fully foster the character of discipline and honesty, especially in high school students. Because there are still those who violate invisible rules such as not having a SIM and ETLE can still be cheated by covering the vehicle license plate.

Scientific Literacy in Hybrid Learning with the STEM Approach for the Students of Primary School Teacher Education

Scientific literacy is essential in improving students' skills to deal with the rapid development of science and technology. This quantitative descriptive research aims to: obtain information about the scientific literacy skills of prospective elementary school teacher students in hybrid learning with a STEM approach at a university in Indonesia. The sampling technique in this research applied convenience sampling involving 101 students of semester two as the subjects. The scientific literacy of primary school teacher candidates was collected using a self-developed, multiple-choice questionnaire following the scientific literacy competence of PISA, and it has been validated, achieving a score of 3.50 (perfect category). The results of this research show that scientific literacy of the 2nd-semester students of the primary elementary school teacher department is categorized as low with an average value of competency one is 53.96% (low category), competency 2 is 56.19% (low category), and competency 3 of 63.61% (medium category) so that the overall average of the three competencies is 57.92% (low category). Following up on the findings of this research, the scientific literacy of primary school teacher candidates in hybrid learning with a STEM approach can be further optimized by paying attention to the design of lesson plans, learning modules, and the implementation of a STEM-based learning approach.

Scientific Literacy Profile of Pre-Service Elementary School Teacher Students

This research aims to determine the profile of the scientific literacy competence of pre-service elementary school teacher students. The method used is descriptive quantitative method. The samples are 52 elementary school teacher education students at a private university (23 students from class AO1 and 29 students from class AO2). The instrument used is the scientific literacy ability test questions consisted of 80 multiple choices questions that have passed the validity test. The data were then analyzed by using descriptive statistical analysis. The results showed that the scientific literacy competence of pre-service elementary school teacher students was in the moderate category. In details, the sub-indicator of explaining scientific phenomena is in the moderate category, identifying scientific questions or issues is in the moderate category, and using scientific evidence is in the low category. The results show that overall the sub-indicators are in the moderate category.

Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers

AbstractProcedural fluency and strategic competence in operating and mathematizing with natural and rational numbers are based on a flexible and meaningful use of mental models, strategies, and procedures. The study to be presented in this paper pursued the question as to which subdomains or tasks relating to procedural fluency and strategic competence at upper primary school level are particularly challenging for elementary school student teachers. The newly devised assessment instrument included mathematical problems from a wide variety of content domains such as numbers and operations with natural and rational numbers, place value, computational strategies, estimation, (inverse) proportion, combinatorics, mathematization, and word problems. A preceding theoretical task analysis ensured that the solution of the problems required adaptation of strategies and flexible reasoning about a procedure or a formula. In the assessment, each of the 15 tasks were presented to 280 first-semester student teachers. As the results of the analyses indicate, combinatorial problems and division problems with rational numbers proved to be particularly challenging for a large proportion of the participants. Supplemental qualitative analyses of solution pathways confirmed that the assessment tasks allowed for multiple solution pathways. The item difficulties could be explained by a lack of ability to link mental models, strategies, and procedures. The study makes a connection between theoretical and empirical research on educational standards and teacher education. It contributes to the international state of research about student teachers’ content knowledge by providing specific insights concerning procedural fluency and strategic competence.

Coping Strategies Adopted by the Secondary Student Teachers to Overcome Stress

Stress can come to an individual in form and one cannot imagine a life without stress. One should know the ways to overcome stress through the positive coping strategies that can be used in their daily lives. This research study was undertaken to study the coping strategies used by the Secondary student teachers. The descriptive survey method was used for the study. To assess the coping of secondary school student teachers, a coping strategy tool was developed by the investigator. The coping strategy tool contained both the positive coping strategies and negative coping strategies. The sample size of the study was 120 student teachers of the B.Ed colleges in South Chotanagpur division of Jharkhand. The data obtained for the survey was analyzed by using percentage, mean, SD. The study revealed that the most common Negative coping strategy used by 120 secondary student teachers is not taking the blame on themselves with the Mean of 3.3 and SD 0f 0.9. The study also revealed that the most common Positive coping strategy used by 120 secondary student teachers is spending time with their family members with the Mean of 4.4 and SD of 0.7.

Technology‐mediated outdoor learning for primary school student teachers: Focusing on biodiversity

AbstractBackgroundTechnologies may successfully be used to mediate, aid, and diversify learning, but several studies indicate that technologies cannot substitute outdoor learning and its experiential nature. To halt human‐induced biodiversity loss, teachers should acquire a deep understanding of the principles of ecology, including the challenging concept of biodiversity. Only few studies have investigated learning about biodiversity outdoors guided by technology.ObjectivesThe aim of this study was to examine student teachers' current knowledge of the concept of biodiversity, to test how well technology‐mediated mobile learning in outdoor settings affects their understanding of the concept, and to determine the students' ability to estimate biodiversity in situ.MethodsStudent teachers (N = 121) participated in a technology‐mediated nature trail. Research data was gathered through open‐ended questions in pre‐ and post‐test questionnaires and an assignment during the trail. Data were analysed using both qualitative and quantitative methods.Results and ConclusionsResults showed that significantly, more students included species and ecosystem diversity in their definitions of biodiversity after the trail, but the inclusion of genetic diversity remained low. Student's estimations of biodiversity in situ and related arguments indicate that they had difficulties in connecting their observations with their assessments of biodiversity.ImplicationsThe study indicates that biodiversity is still a challenging concept, but also that outdoor learning mediated by technology has potential to untangle the concept. Understanding the importance of genetic diversity for species survival should be given special attention.

HILIRISASI PENGGUNAAN OPERASI SUKU ALJABAR DALAM PEMBELAJARAN MATEMATIKA DI SD

Mathematics as one of the sciences has an object of study in the form of abstract ideas and concepts and their relationships, the development of which is structured in a structured and logical process using special terms and symbols. Mathematical concepts can be utilized not only by mathematics itself but can be used or applied to other sciences. The purpose of learning mathematics in schools is to provide opportunities for students to be able to think systematically, critically, logically and creatively. For this reason, students need to be trained to be able to apply the concepts learned in mathematics in relation to everyday life. One of these efforts is by linking the concept of algebraic operations to learning mathematics in elementary schools. The application of this concept is directed at solving math problems in elementary school. This study is a literature review related to downstream learning processes and mathematical thinking habits of elementary school teacher and student prospective teachers. This is closely related to the characteristics of mathematics as a science and human activity, namely that mathematics is a pattern of thinking and/or a means to train thinking skills carefully, clearly and accurately. Therefore, the question in this research is: how to provide additional insight for elementary school teacher and student prospective teachers in creatively utilizing their existing knowledge to teach mathematics to elementary school students? The results of downstreaming the use of algebraic operations are considered appropriate, can provide additional insight to teachers and prospective elementary school students by constructing mathematical concepts through the habit of thinking mathematically.

Improving South African student teachers’ English language skills: an argument for the assessment strategies of the PrimTEd language teaching project

South Africa is a linguistically diverse and educationally complex country. Most student teachers in Bachelor of Education programmes who are preparing to teach in primary schools do not speak English as a mother tongue. The medium of instruction for B.Ed programmes is English. Foundation Phase teachers will be expected to teach learners English (as a) First Additional language (EFAL). Intermediate Phase teachers will be expected to use English across the curriculum as English is the Language of Learning and Teaching (LoLT) from grade 4 upwards. As such, it is important that newly qualified teachers entering primary schools can engage with English texts, have a competent understanding of English and communicate fluently in English. As one way of making a positive intervention in future teacher competency, this paper argues for the use of language and literacies assessment in Initial Teacher Education (ITE)at universities. The Primary Teacher Education project (PrimTEd) has developed a set of Language and Literacy standards for teachers, as well as assessments for primary school student teachers’ knowledge of English. These assessments are designed to occur at two points: entry level (first year) and exit level (fourth year) of the Bachelor of Education (B.Ed) degree. Methodologically this paper considers the complex background conditions in language education which led to the PrimTEd project’s work and then sets out how the PrimTEd project’s assessment strategy may offer a hopeful intervention in these circumstances.

Kemampuan Pemecahan Masalah Calon Guru SD Ditinjau Dari Self Regulated Learning

The purpose of this study was to analyze the problem-solving abilities of prospective elementary school teachers in terms of self-regulated learning. The research was carried out at Almuslim University located in Bireuen, Aceh. The research subjects were 20 pre-service teacher elementary school. Data were collected from diagnostic tests and self-regulated learning attitude scales. The diagnostic test was given to 20 students consisted of two essay questions while the self-regulated scale consisted of five options, namely very often (SS), Often (S), KD (Sometimes), JR (Rarely), and TP (Never). The results showed that students who had high self-regulated learning were able to solve problem-solving skills well. Students who have moderate self-regulated learning have moderate solving abilities, this seems to be able to write mathematical models or be known from questions verbally or in written form, but without solving problems in the right way. Meanwhile, prospective elementary school teacher students who have low self-regulated learning indicate that they have low problem-solving skills. They understand the problem, but are unable to solve the problem properly. For that required the role of independent learning. Because the better the students' self-regulated learning, the better their mathematical problem solving abilities.Hence, it can be concluded that the student’ learning independence is at low level.

Virtual Reality in education: supporting new learning experiences by developing self-confidence of Postgraduate Diploma in Education (PGDE) student-teachers

ABSTRACT Emerging evidence has demonstrated that Virtual Reality (VR) supported lessons are able to enhance positive emotions and engagement as well as more memorable experiences, when compared to more traditional instructional tools such as readings from textbooks and videos. However, teachers’ self-efficacy while teaching with VR technologies, VR safety in the classroom, the need for technical support and costs have been identified as potential obstacles for Pre-Service Teachers (PSTs) who are interested in the effective use of VR in the classroom. This study aims to explore how we may begin to address these obstacles by integrating VR supported lessons in Initial Teacher Education (ITE) courses. The originality of this study lies in the implementation of a short intervention in an already crowded Post graduate Diploma in Education (PGDE) curriculum and in analysing the impact on PSTs’ self-confidence as a factor to initiate sustainable development. Participants were 198 PGDE Primary School student-teachers, who attended two-hour VRsupported sessions a week apart in February 2020. Findings suggest that engagement with VR lessons have encouraged participanting PSTs to explore this technology for their future practice across different subjects, impacting positively on their self-confidence.

Developing Professional Competency of Elementary School Prospective Teachers through Inductive Thinking Approach

Professional competence which is the ability to communicate with students with broad knowledge, capabilities in the use of information technology and communicative attitudes in teaching. Teacher competence can be developed through several approaches, one of which is through an inductive thinking approach in developing higher-order thinking patterns and critical thinking. This study aims to describe the application of the inductive thinking approach in an effort to develop the competencies of prospective elementary school teachers, especially professional competencies. This research method is a quantitative method using pre-experimental design. The sample in this study used 78 prospective elementary school teacher students. The instrument used is a questionnaire of professional competence of primary school teachers who have been tested for validity and reliability showing high categories. Data analysis with descriptive analysis, then using SPSS applications with comparative analysis. The results showed that there was a significant increase in the professional competence of prospective elementary school teachers through an inductive thinking approach. The conclusion of this study, an effective inductive thinking approach is used to develop the professional competence of prospective elementary teachers. The inductive thinking approach model developed in this study can be implied in elementary school teachers on a wider scale to have more impactfull on professional competence in all elementary school teachers. Keywords: professional competency, prospective elementary school teachers’, inductive thinking approach

Using a pharmacist-led educational tool to teach elementary and middle-school students in Lebanon about microbes, antibiotic use and antimicrobial resistance: A pilot study

Background: Teaching school students about antibiotic use and antimicrobial resistance (AMR) can shape their future behaviour to become antibiotic guardians. This study aims to assess the impact of a pharmacist-led educational tool in boosting knowledge of these topics at elementary and middle school educational stages. Methods: A prospective web-based cross-sectional pre-post study was conducted in Lebanese private schools from April 2020 to December 2021. Results: The results showed that the pharmacist-led intervention increased the general knowledge (p = 0.01) and understanding of microbes (junior versus senior, p = 0.003 versus p = 0.004). In middle school, the spread of infection (p < 0.001) and the AMR concept (p = 0.001) significantly changed post-test, while antibiotics use and AMR concept remained unchanged in elementary students. Conclusion: The successful learning impact of the educational tool designed and led by pharmacists shows their importance as antibiotic experts in influencing early pedagogic learning about antibiotics and AMR starting at the middle-school stage.

Video in Blendend Teacher Education: A Tool for Practicing Teaching Analysis

The article presents a case study of using videos to develop primary school student teachers’ skills when analysing teaching. It is based on a content analysis of teaching observations, students’ written work, teacher feedback, curriculum, student evaluation, and teacher interviews. The research results show that using video is meaningful and motivating to student and university teachers. However, students rarely draw on theoretical knowledge in analysing the situations. To connect theory and practice, it is desirable to consistently apply the requirement to reflect on observed phenomena with the underpinning of theory and to strengthen the connections between theoretical and practical courses.

Accelerating pre-service elementary school teacher students' problem-solving skills through online case study discussion

Accelerating pre-service elementary school teacher students' problem-solving skills through online case study discussion

Expressing The Opinions of Prospective Elementary School Teacher Students in Online Learning Using Virtual Learning Environments

Digital-based education, including virtual learning environments, has gained traction within the community. However, it's important to acknowledge that not all online learning experiences are without drawbacks; they come with advantages and disadvantages. Therefore, the primary objective of this study is to investigate the perspectives of student candidates aspiring to become elementary school teachers regarding their experiences with online learning via virtual environments. The research methodology employed here is descriptive and qualitative. The study encompasses a participant pool of 60 students in their fifth semester. The findings of this research reveal that, on the whole, students exhibit satisfaction and comfort in using virtual learning environments. The incorporation of virtual learning environments contributes to a resource-efficient learning approach. Additionally, implementing these virtual environments nurtures self-confidence and independence among learners. Notably, the most significant advantage of online learning via virtual platforms from home is the ability to store learning materials, enabling students to revisit them as needed. This is made feasible by downloading online learning materials, allowing children to save and access them conveniently. However, challenges persist, including weak internet signals, limitations in delivering all materials online, and the students' demand for practical material examples.

Special issue 20/1: Development of ‘deficit perspectives’ among primary school teacher students in Austria

ABSTRACT Our contribution depicts the emerging of a ‘Deficit Perspectives’ scale (Döll et al., 2021) by surveying prospective primary level teachers’ deficit perspectives regarding migration-related multilingual pupils, based on the theoretical framework of Migration Pedagogy (Mecheril, 2015). We therefore collected and analysed qualitative and quantitative data concerning questions about students’ beliefs towards, and experiences with, multilingual pupils and (inner) multilingualism. The aim was evaluating, whether and, if so, how students’ deficit perspectives on migration-related multilingual pupils change over the course of two semesters of a required university module on topics such as migration and multilingualism, among others. Our findings show no increase in students’ deficit perspectives, but no increase in appreciation and resource orientation either.