Teacher Implementation Research Articles

The Training of Online Quiz as Gamification and Assessment in Virtual Learning

Abstract. The COVID-19 pandemic has led to the emergence of policies regarding the transition from face-to-face learning systems to virtual ones. It impacts changes in the implementation and readiness of teachers in the learning process, especially in terms of learning evaluation. One of the teacher's efforts is to master the use of online quiz applications for valid assessment purposes. Evaluation activities are innovatively modified into gamified online quizzes to make the assessment process more fun. The structure of this service activity includes training and assistance in utilizing online quiz applications. The service activities were carried out from August 30 to October 30, 2021. The number of participants in the service activities was 44 MGMP biology teachers from East Oku Regency. The action begins with the preparation and implementation stages of training, followed by mentoring activities. This activity starts with determining the type of test and the design of the questions given in the learning evaluation activity. Furthermore, the questions are adjusted to the essential competencies in the learning activities that the teacher has prepared. The values obtained by the participants before and after the training showed an increase in participants' scores by 22.7%. The results of the pretest and posttest indicate that teachers have gained an understanding of the use of online quiz applications. This training can assist teachers in providing interactive learning evaluation

Teacher preparedness and Implementation of the National Pre-Tertiary Education curriculum Framework in Ghana

Curriculum reform is a significant approach to prepare schools to be effective in meeting contemporary societal needs and imperatives. Several countries around the world, therefore, engage in curriculum reform to enable schools to prepare children with the knowledge, skills, and competencies needed in the present and future society, but implementing change following a curriculum reform is often complex. In our study, we sought to understand how teachers respond to curriculum implementation following the introduction of the national pre-tertiary education curriculum framework (NPECF) in Ghana. We employed a concurrent, nested, mixed-design strategy (embedded design) using a sample of 352 randomly selected basic school teachers from six regions in Ghana. Data from surveys and interviews reveal that teachers consider the NPECF as relevant for Ghanaian educational fortunes; however, a myriad of classroom challenges come with the implementation process. We concluded that these challenges could affect the realization of the relevance of the NPECF if schools and teachers are not well resourced. We call the attention of duty bearers to the need to provide the necessary resources for the seamless implementation of the NPECF in Ghana. For policy adjustment, we recommended and proposed improvisation as an approach for teachers to utilize and exert autonomy and independence in the design and delivery of classroom instruction to sustain the NPECF in primary schools. Again, our study calls for coordination and collaboration among parents, civic society, and individuals across political divides to remain united to provide a solid foundation for education in Ghana.

Analyzing Madrasah Teacher Performance Assessment in Underdeveloped Areas: A Phenomenological Study in Maluku Province

Teacher performance assessment is a system designed to determine teachers' capacity to perform their duties by assessing the competence of skills demonstrated in their performance. Analyzing the madrasah teacher' performance assessment in underdeveloped areas of Indonesia is challenging. This study aimed to decipher the experience of assessing the performance of madrasah teachers in underdeveloped regions of Indonesia. It was a qualitative study with a phenomenological approach conducted in Maluku Province. Purposive sampling was used to select samples, including the head of the Islamic Education Department of the Ministry of Religious Affairs of the Regency, the madrasah principals, and teachers assessed for their performance. The data was gathered through interviews and analyzed using an interactive model. The findings revealed five significant problems with the madrasah teacher performances in underdeveloped areas: compliance with teacher performance assessment (TPA) guidelines, implementation, natural conditions, costs, and transportation.

Improving Secondary Student Classroom Behavior With an IGC

It is important classroom teachers have efficient tools to support student demonstration of expected classroom behaviors as contextually inappropriate behavior can impede learning. This is of particular importance in secondary settings given overreliance on punitive strategies (e.g., suspension). Interdependent group contingencies have been shown to be effective with students and can be efficiently integrated into existing classroom management systems. In this article, we provide a process to support practitioners in developing an interdependent group contingency for their secondary classrooms. Steps and considerations for adolescent learners with diverse characteristics are provided to support teacher implementation.

Science Teachers' Technological Pedagogical and Content Knowledge (TPACK) and Implementation Capacity for Distance Learning Modalities

The primary aim of this study is to determine the teachers' Technological Pedagogical and Content Knowledge (TPACK) and their implementation capacity for distance learning. Specifically, this paper intends to design a capability-building enhancement program for basic education science teachers to implement distance learning. The study used a descriptive-correlational research design involving 35 elementary and high school science teachers from the Southwest District of Bayugan City Division. It employed frequency, percentages, a weighted mean, and Pearson's r for the data analysis. The data revealed that most science teachers had received less training in science and ICT. Compared to other TPACK domains, the participants had the lowest technological knowledge (TK) level regarding digital technologies. There is a highly significant relationship between content knowledge (CK) and the number of relevant training sessions attended in science. Moreover, the data show a highly significant positive relationship between teachers' TPACK and implementation capacity for distance learning (R=0.476, p<0.01). With the preceding information, the researcher proposed a capacity enhancement program based on the teachers' TPACK level and their ability to put it into practice in distance learning. It intends to soothe primary education teachers' level of TPACK and foster the amplification of skills that suit their diverse professional profiles.

SPIRAL PROGRESSION APPROACH IN TEACHING MATHEMATICS: ITS IMPLEMENTATION IN THE PUBLIC SECONDARY SCHOOL

The study aimed to evaluate the extent of implementation of spiral progression approach in teaching mathematics in the public secondary in the context of new normal. Quantitative was utilized in the conduct of the study. The quantitative descriptive research method was used to determine teachers understanding about spiral progression approach in terms of its background and content standards, to evaluate the extent of implementation of spiral progression approach in terms of lesson planning, instruction, assessment and teaching strategies, as well as to determine if there is a significant relationship between the two variables: teachers understanding and implementation of spiral progression approach. Percentage of the Correct response, Mean, Pearson r were used to determine teachers understanding and the extent of implementation of spiral progression approach. The findings of the study show that teachers moderately understood spiral progression approach. The extent of the implementation of SPA exceeded the expectations which results to a positive outcome of the feature of the curriculum. Findings revealed that there is a significant relationship between teachers understanding and the implementation of Spiral Progression Approach and Project ETISPA (Enhanced Teachers Implementation of Spiral Progression Approach) to be proposed as an extension project. To improve this study, there should be a promotion of advocacy that supports the sustainability and effectiveness of spiral progression approach, further orientation on the roles and responsibilities of teachers and school heads, and enrichment activities like benchmarking and brainstorming, wide dissemination, and implementation of the proposed programs.

Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App

The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age students’ responses to GSC App lessons to explore the degree to which students’ responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted.

Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study

ABSTRACT Prior research has shown that social-emotional learning (SEL) interventions offer promise for supporting young children’s outcomes, but implementation problems are frequent, especially in low-resource contexts. This study describes the adaptation and efficacy of a new, classroom-based SEL intervention for children aged 3 to 6 years in early childhood education programs in Brazil. SEL Kernels are simple, brief, targeted SEL activities that can be flexibly implemented by teachers. Research Findings: Results of a quasi-experimental study using teacher reports with 314 Brazilian children (164 male, 150 female) who did (n = 205) and did not (n = 109) receive SEL Kernels suggested intervention-related improvements in teachers’ reports of child behavior problems (d = .65) and emotion regulation (d = 1.12) in this setting. Practice or Policy: Implications of this work – including the importance of teacher buy-in and implementation – are discussed.

Difficulties and strategies of teaching Spanish language to collegiate Chavacano learners

Spanish-based creole, Chavacano, is widely known for its close resemblance to the actual Spanish language especially in lexicons. Its Spanish-like quality seems to capture most of the vocabulary of the language. The purpose of this study was to determine the difficulties of Chavacano speakers in learning Spanish. Narrative data from eight Spanish language teachers teaching in southern Philippines were used to analyze the challenges of their students, as well as to determine the emerging strategies used by these teachers. The findings indicated that collegiate Chavacano learners had trouble in learning the verb conjugation, the structure, and its grammar in general. Additionally, the teachers observed that their students are “not very motivated” in learning the language. Notably, students do not consider Spanish as an important language in their future career. In regards to strategies, inductive methods were the most dominant strategies that Spanish language teachers harness and implement in their classrooms. The narrative data in this study set a new theoretical context for language learning which is essential in the fields of education, communication, linguistics, and learning. Nevertheless, this study encompassed how teachers were able to harness the Spanish language teaching within their challenging classrooms.

The Literature Review of Principal’s Supervision in Increasing Teacher’s Competence and Performance

This study was to review the literature on the principal’s function as a supervisor to raise teacher performance and competency. The study involved looking at 15 papers with the keyword “supervising school principals” in the title. The goal of the systematic literature review (SLR) method employed in this study is to locate, evaluate critically, and incorporate prior research on the function of the principal as a supervisor in enhancing teacher performance and competence. The findings of this literature review research allow us to draw the conclusion that the supervision process is one factor that is quite important in evaluating the efficacy of current management in schools. There is a positive and significant relationship between the principal’s successful supervision and the effectiveness and competence of teachers. The implementation of teachers’ primary responsibilities can be improved through improved communication between teachers and school principals as well as through conducting training and training. A school principal’s roles include those of educator, manager, administrator, supervisor, leader, innovator, entrepreneur, and motivator.

STEAM: Science, Technology, Engineering, Art, and Mathematics on History Learning in the 21st Century

Implementation of STEAM, both teachers and students, are still a little confused with the concept of STEAM. This article discusses how to apply STEAM and what difficulties educators face when implementing STEAM. This study aims to analyze how the implementation of STEAM in history learning in the 21st century. This study uses qualitative research with a case study research design. Observation data collection techniques, and interviews. The validity of the data was tested through triangulation of sources and using descriptive analysis. The results of this study indicate that STEAM has been applied in history learning. In addition, the implementation of STEAM is an effort to integrate STEAM into one with history learning, by linking the elements of STEAM, so students are given a holistic understanding of the interrelationships of the fields of science through 21st century learning experiences. STEAM is one of the important concepts that must be mastered by history teachers to integrate history material with other sciences, then make students have high thinking and analytical power in the learning process.

A Meta-Analysis on Behavioral Support Training and General Education Teacher Implementation

The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format ( n = 18) and included ongoing coaching ( n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise ( d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior ( d = 1.88), and (e) student undesirable behavior ( d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 ( M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation.

Developing an educational policy acceptance model to explore the implementation of Vietnamese teachers’ inquiry-based teaching

ABSTRACT Inquiry-based teaching (IBT) is becoming more prevalent in educational settings. However, moving from lecture-centred teaching to inquiry-based teaching is not just a matter of policy making, but also requires a shift in teachers’ mindsets as an essential step towards successfully promoting IBT. To understand how policy can be accepted, this study explored teachers’ acceptance of IBT in the context of implementing a new general education curriculum in Vietnam. Taking teachers’ self-efficacy (TSE) as a driving factor, how it related to teachers’ perceived usefulness and perceived ease of IBT application, attitude, and intention to implement IBT was examined. Participants were teachers from junior and senior high schools in Hanoi, Vietnam. Data from 217 participants were subjected to structural equation modelling to verify the research model. Results indicated that TSE was positively associated with teachers’ perceived usefulness and perceived ease of IBT implementation in their course instruction. Furthermore, these two variables were positively related to teachers’ attitude towards implementing IBT. Ultimately, teachers’ attitude was related to their intentions to continue using IBT. The implication of this study is that TSE plays the driving role in implementing IBT; thus, enhancing TSE appears to be the key to successfully implementing IBT.

Improving Students' Metacognitive Skills and Learning Outcomes Through The Application of Task-Based Learning Model of Direct Instruction

The problem of low metacognitive skills and student learning outcomes on colloid topics is overcome by implementing Task-Based Learning Direct Instruction (TBLDI) models. This study aims to improve (1) metacognitive skills, (2) learning outcomes aspects of knowledge, attitudes, and skills, (3) teacher implementation in applying the TBLDI model; (4) student activity. This research was conducted using a classroom action research design in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 33 students of class XI IPA 3 at SMA Negeri 10 Banjarmasin. Data was collected using valid instruments, metacognition skills tests (V = 0.98), student learning outcomes tests (V = 0.99), and non-tests to determine the process of implementing actions. Data were analyzed using quantitative and qualitative descriptive techniques. The results of the study showed that (1) students' metacognitive skills increased from the category starting to develop to be well developed, (2) knowledge learning outcomes increased from the less to the good category, attitudes were in a good category, and skills were also in the skilled category in cycle II, (3) the implementation of the teacher in implementing the TBLDI model is very good, (4) the activity of students increases from being active in cycle I to being very active in cycle II.

THE IMPLEMENTATION OF BUILDING KNOWLEDGE OF HE FIELD (BKOF) IN TEACHING NARRATIVE TEXT

This research investigated the implementation of Building Knowledge of the Field (BKOF) in teaching narrative text. The purpose to conduct the research is to examine how does an English teacher implement BKOF in teaching narrative text. While this research uses qualitative applying descriptive study. In the research process, data collection was obtained from observation, document analysis, and interview. Thh result shows that there are four stages to implement Building Knowledge of the Field in teaching narrative text, include: First, the teacher gives stimulus to students, the stimulus given by the teacher is by giving examples of narrative texts and using questions; Second, the teacher guides students to mark vocabulary and sentence patterns which are linguistic elements of narrative text; Third, the teacher asks the students to reconstruct the narrative text which has vocabulary and sentence pattern errors; Fourth, the teacher evaluates the results of students' answers with the students.

Peningkatan Hasil Belajar dengan Model Problem-Based Learning di Kelas V Sekolah Dasar Negeri Kota Padang

This research intended to assess the improvement of scale and floor plan learning outcomes using a Problem-Based Learning model (PBL) in Class V of SDN 12 Padang Besi Kota Padang. This research is a classroom action research (PTK) with 2 learning cycles. The subjects of the study were teachers and 24 students. Data analysis is carried out by qualitative and quantitative methods. The instruments used are RPP assessment sheets, observation sheets for teachers and students, test sheets in the form of questions and non-test sheets. Research result data: 1) The average score of the first cycle of RPP I 84.72% increased to 94.44% in the second cycle, 2) the average score of the first cycle of teacher implementation 85.71% increased to 96.42% in the second cycle, 3) the average value of the implementation of the first cycle of students from 85,71% to 92.85% in the second cycle, d) the learning outcomes of the first cycle of 84,02 increased to 90,02 in cycle II. The results of the study proved that using a Problem-Based Learning model (PBL) can improve learning outcomes on a scale and floor plan in Class V SDN 12 Padang Besi Kota Padang.

Principal’s Strategy in Improving Teachers’ Sosial Competence

Teacher social competence is one of the competency standards that must be improved nowadays in consideration to the rapid development of technology which erodes the social abilities of the community, including teachers. The principal as a school manager has a very important role in improving the teachers’ sosial competence. This study aims to know the principal’s strategy in improving teachers’ social competence at MTsN 6 Tanah Datar. The type of this research is a case study with a qualitative approach. The research location is at MTsN 6 Tanah Datar. The research informants were the principal and the teachers at MTsN 6 Tanah Datar. Data collection techniques used are through interviews, observation and documentation. Data analysis technique is by data condensation, data display, drawing conclusions and data verification. The result showed that the implementation of teachers’ social competence at MTsN 6 Tanah Datar was good by being able to reflect objective and non-discriminatory actions, interacting with courtesy, polite and empathy, adapting to the workplace environment and students, and being active in community activities and fellow teachers both orally and written. The principal’s strategy in improving teachers’ social competence at MTsN 6 Tanah Datar is interesting and has never been done before by principals in other schools, namely: holding a recitation program by inviting religious leaders, conducting teacher social attitude development by inviting sociologists, developing teacher mental attitudes and personality by inviting psychologists and involving teachers in regional meetings, traditional events or other meetings invited by outsiders.

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

The study's main objective was to determine the best-fit model for science curriculum implementation of public secondary science teachers in Region XII based on pedagogical content knowledge, continuing professional development, and teachers' attitudes toward science. This study used a stratified sampling technique to choose 400 respondents, a quantitative non-experimental causal research design, and mean, Pearson r, multiple regression, and structural equation model (SEM) as statistical tools. Survey questionnaires were deployed to the respondents using the online Google Form. Results revealed that the level of pedagogical content knowledge was very high, the level of continuing professional development was high, the level of attitude toward science was high, and the level of science curriculum implementation was very high. Moreover, pedagogical content knowledge, continuing professional development, and attitude toward science exhibited a significant relationship with science curriculum implementation. Furthermore, pedagogical content knowledge was the domain that best influences science curriculum implementation. Finally, among the five generated models, Model 5 best-fitted science curriculum implementation with pedagogical content knowledge in terms of subject matter knowledge, instructional objective and context, and knowledge of students' understanding, continuing professional development in terms of updating, reflective, and collaborative activities, and attitude toward science in terms of perceived dependency on context factors, self-efficacy, the difficulty of science teaching, and perceived relevance. Keywords: educational management, pedagogical content knowledge, continuing professional development, attitude toward science, science curriculum implementation, structural equation model, Philippines DOI: 10.7176/JEP/14-15-07 Publication date: May 31 st 2023

Pembelajaran Materi Musik Tradisional Minangkabau

This study aims to find out and describe how the implementation of learning traditional Minangkabau music material at UNP Laboratory Development High School. This type of research is qualitative research using descriptive methods. Data collection techniques are carried out through literature studies, interviews, observations, and documentation. Data analysis techniques are collecting data, classifying data, analyzing data, describing data and inferring data. The results showed that the lack of appropriate strategies and learning methods used by teachers. The strategy used by teachers in the learning process is an expository strategy, in the implementation of this expository strategy teachers use textbooks, references and other auxiliary media, but this strategy is not effectively used in learning because not all students are comfortable for learning that is only spoken. The method used in this learning is the lecture method, where learning is delivered by telling stories so as to make students feel bored and sleepy during learning, and it seems that the teacher has not been able to vary the method that is suitable for the implementation of traditional Minangkabau music learning which in fact in the delivery of learning can use several methods for the smooth achievement of the desired learning objectives.

Okuma Stratejilerine Yönelik Üst Bilişsel Farkındalığın Problem Kurma Becerisini Yordama Düzeyi

The aim of the study was analyzing the predictive relations between reading strategies metacognitive awareness and problem posing skills of seventh grade students. Within the study, 373 seventh grade students participated. The data of the study was collected using “Metacognitive Awareness of Reading Strategies Inventory” and “Problem Posing Skills Test”. Through the analysis of the data, simple linear regression analysis was used. As a result of the study, it was determined that reading strategies metacognitive awareness levels of seventh grade students significantly predicted problem posing skills and explained 42% of the change in problem posing skills. In line with these results; it is recommended that teachers plan and implement interdisciplinary problem posing activities that include the use of different reading and problem posing strategies for the development of reading comprehension and cognitive awareness.