Economics Teachers Research Articles

PENGARUH TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE DAN PERSEPSI PROFESI GURU TERHADAP KESIAPAN MENJADI GURU

This study aims to determine the effect Of Technological Pedagogical Content Knowledge and Perceptions Of The Teaching Profession on The Readiness To Become A Prospective Teacher of economics at Siliwangi University. The research method used is descriptive correlational. The sample in the research was students majoring in Economics Education Batch 2020 and 2021, totaling 138 students. The sampling technique used is the proportionate random sampling technique or proportional random samples. Data collection techniques in this study using a questionnaire. This study conducted a hypothesis test, namely multiple linear regression tests. The results of the study show that: 1) There is an influence of Technological Pedagogical Content Knowledge on Teacher Readiness, with a significant t value of 0.001 and a t statistic of 3,482. 2) There is an influence of the Perception Of The Teaching Profession on Readiness To Become A Teacher, with a significant t of 0.007 and a t statistic of 2,738. 3) There is a significant influence between Technological Pedagogical Content Knowledge and Perceptions Of The Teaching Profession on Readiness To Become A Teacher, with a calculated F value of 7,082 with an F significance value of 0.001.

Competences of students and expectations of employers regarding competencies in the training of teachers in economics.

Most OECD reports stress the importance of helping students to acquire 21st century skills such as independent learning, problem solving, teamwork and creative thinking. This requires both the acquisition of basic skills and the continuous development of additional skills such as IT skills, language skills, reasoning and thinking in context. The paper presents the results of a questionnaire survey on competences among students and employers of the University of Nyíregyháza's economics teacher training programme. The student questionnaire was administered to the first graduating class of teacher of economics students. The labour market questionnaire was completed by employers (middle managers, senior managers, owners) of students with an active employment contract. Based on the results, students' self-assessment shows that their communication competences have improved the most, which is fully in line with employers' expectations. The training did little to develop foreign language competences, which were rated by employers as less important (presumably because Hungarian is the primary working language of graduates and foreign language skills are only exceptionally needed for their tasks). The gap between the development of students' competences and employers' expectations is noticeable in the case of digital competences. The trainees rated their digital competences as having improved significantly, while employers rated this type of knowledge as the least important. As the survey was conducted before the Covid-19 pandemic, employers' expectations of digital competences may have changed by today. In addition to providing an assessment of the economics teacher education at the University of Nyíregyháza, the research also highlights the importance of validating the quality of education from the employer side. The extension of the research to further years and majors, and its supplementation with international comparisons, appears as a perspective future research direction. A possible practical application of the research is the use of the results in the development of teacher training in economics.

Penyusunan Modul Projek Penguatan Profil Pelajar Pancasila: Strategi Optimalisasi Implementasi Kurikulum Merdeka Bagi Guru

The main issues involved in implementing an merdeka research program are Teachers' lack of understanding of the new learning model through the implementation of merdeka curriculum, leading to teachers' skills and understanding of module design being weak and teachers not having enough capacity. Use information technology to design learning models. learning processes and modules. interactive, aiming to create a generation of lifelong learners with the personality of Pancasila students. The goal of this service is to prepare teaching modules for the Pancasila student profile consolidation project aimed at implementing an merdeka research program at the secondary level, as well as analyzing the results of initial training. in preparing teaching modules for teachers. The location of the service is MGMP High School of Economics, Central Java Province. The target of the service is 54 high school economics teachers from Central Java province. The service deployment method starts with: The identification of practical problems, the empowerment process is carried out by increasing the understanding and knowledge of the concept of the Pancasila Student Profile Enhancement Project, workshops, discussions, questions, and answers as well as preparing simulations of project modules, as well as monitoring and evaluating the program. Service activities include initial coordination, implementation of workshops and skills building as well as regular supervision and consultation. Participants acquire specific skills in understanding and developing merdeka curriculum modules. The success of this service is demonstrated by the teachers' ability to prepare project plans to be implemented in their respective schools.

The interplay of TPACK, self-efficacy, and career motivation among economics teachers: a mediation analysis

Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.

Exploring an Environmental Awareness of Economics Teachers

Environmental education has long been taught in schools. Still, the impact and results of environmental education that have been carried out in schools have not been seen, both in society and the environment. Teachers have a key role in helping students develop awareness of the importance of preserving and protecting the environment. By providing a comprehensive understanding of environmental issues, teachers can help students understand the negative impact of human behaviour on the environment and why it is important for them to become agents of change who care about the environment. The purpose of this study was to determine the perceptions, beliefs, and practices of caring for the environment among teachers. The population of the study was high school economics teachers in Semarang City, the sampling technique used was saturated sampling, totalling 136 teachers—data collection techniques using questionnaires and data analysis using descriptive and independent sample t-tests. The results showed that the average perception, belief and practice of caring for the environment obtained a fairly high score. In addition, from the results of the independent sample t-test, no differences were found between male and female teachers in terms of perceptions, beliefs and practices of caring for the environment.

Challenges Faced by Economics Teachers who did not Receive Specialised Training in the Subject

Many teachers globally are faced with the challenge of teaching subjects without specialised training in those subjects, and the researchers of this study form part of those teachers. This study investigates the challenges experienced by Economics teachers who did not receive specialised training in the subject. The problem identified by this study was the poor academic performance of learners in Economics, which could be attributed to the teaching of the subject by teachers who have not specialised in this subject. The study was grounded in systems theory and pedagogical content knowledge theory. The study adopted a qualitative research approach that used face-to-face semi-structured interviews and document reviews to collect the required data. Purposive sampling was used to select participants: four educators who teach Economics without specialisation, one School Management Team (SMT) member, one principal, and one subject advisor. The study uncovered challenges such as learners’ struggle to understand English as a language of learning and teaching, and teachers overloaded teachers’ lack of content knowledge and support as challenges experienced by these teachers. It recommended that teachers teaching subjects without specialisation should be reallocated to teach the subjects of their specialisation, and/or the teachers should enrol in a study course(s) specially designed for them to capacitate themselves.

The Effect of Age And Work Period On Teaching Quality Of Economics Teachers At SMK N 1 Nainggolan Samosir T.P 2015/2016

The results of the analysis obtained for age (X1) on the teaching quality of economics teachers (Y) obtained tcount > ttable, indicating that there is an influence of age on the teaching quality of economics teachers. The results of the analysis obtained for the effect of tenure (X2) on work quality (Y) obtained tcount > ttable, indicating that there is an influence of tenure on the quality of teaching economics teachers. In the calculation of multiple linear regression, constant values are obtained, the regression coefficient for age (X1) s and the regression coefficient for years of service (X2) are equal to. To test the hypothesis of age and years of service simultaneously using the f test with a significance level of 95%, the value of Fcount > Ftable is obtained, indicating that there is a simultaneous significant effect of age and years of service on the quality of teaching economics teachers.

Development of Quizizz Game-Based Interactive Learning Media to Improve Learning Outcomes

In this digital era, it is very important to understand and use technology wisely to adapt to digital transformation. Technology affects the quality of education in these turbulent times. A game is an interesting learning medium with an interactive nature. Currently, educators can choose Quizizz as an interesting learning environment supporting the learning process. This study aims to provide teachers with interactive learning media interventions based on quizizz games in Economics class X SMA Darul Hadits, Sepulu District, Bangkalan Regency. This time, learning media development uses the research model (ADDIE). The research subjects included in the development of interactive learning media are validation tests by media validators, practitioner validators, and material validators, as well as tests aimed at students. Research data were obtained through observation techniques, questionnaires, and interviews with economics teachers and several class X SMA Darul Hadits regarding the learning process. The study results show that the teacher uses lecture and discussion methods using LKS and PowerPoint media in economics learning. So, with this, the researcher uses the Quizizz game application to support student learning enthusiasm so that later it will improve student learning outcomes. This study got a very good response from teachers and students.

Economics Teachers' Content Knowledge and Teaching Strategies Used to Teach Economics in Selected South African Schools

Economics is a subject offered at the Further Education and Training (FET) section in South Africa, the subject has recorded performance that is not impressive, and the low enrolment and statistics of pass rate are of major concern. Therefore this paper explores the teachers’ content knowledge and strategies used to teach Economics in some selected schools in South Africa. The paper adopts a qualitative approach to phenomenological research design. Purposive sampling techniques were used to select 12 teachers from six schools, two teachers from each school in Buffalo City Municipality in East London, South Africa. A semi-structured interview was used to elicit information from the respondents. The findings among others revealed that Economics is very useful to be a better citizen and to make rational life decisions, the use of the right pedagogy can improve performance, and the content knowledge with adequate on-the-job training will be a match in delivering the content of the subject. It is concluded that a low level of understanding of the basic Economics concepts could be attributed to less professional development training of Economics teachers in content knowledge and pedagogy. It is recommended among others that the Economics teacher have to strike a balance between theory and practice. Teachers should be innovative and improvise by using technological skills, they should move towards the use of technology as a tool to enable learners to become creative, empathetic and high-order thinkers in this digital world.

Teacher's Perception Regarding the Use and Challenges of ICT in Teaching-learning

ICT is considered a better tool for improving the quality of education. It is an effective network to develop the whole nation through the development of education. This study explored the Use of Information and Communication Technology in teaching-leaning economics classrooms at the university level. The study focused on the Mahendra Ratna Campus of Tribhuvan University. It had two objectives, i.e., to explore the teachers' perception regarding the use of ICT in an economics classroom and to examine the challenges that economics teachers face in using ICT tools in the economics classroom. With a focus on qualitative research, the study used a phenomenological design with five purposively chosen participants from Mahendra Ratna Campus, Tahachal. The researcher's experiences and the experiences of others have to be included in the study's philosophical framework. This inquiry used the Heideggerian phenomenological research design. This study found the keen interest of economics teachers in using ICT in their classrooms. Teachers are considering ICT as a current context needs in education. However, teachers think of ICT as an emerging tool for teaching-learning and have faced many challenges in the classroom to use it.

Supporting preservice economics teachers in creating high-quality instructional videos

Instructional videos are a popular teaching and learning tool. Teachers use already existing videos and develop their own videos, in which they explain important domain concepts. The effectiveness of these videos depends on their instructional quality. To support future teachers in creating high-quality videos, we developed a training and compared the instructional quality of videos developed by pre-service economics teachers (N = 24) before and after the training period. The quality is assessed based on a theoretically funded framework. We identify small improvements regarding the overall instructional quality and provide an overview of the most common changes made by the preservice teachers. Overall, the study contributes to a better understanding of how future teachers can be supported in creating high-quality digital media.

PENERAPAN MODEL PEMBELAJARAN PROJECT-BASED LEARNING (PJBL) UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK PADA MATA PELAJARAN EKONOMI

In a learning process that runs well, it certainly involves the activeness of students. Activeness is an activity that involves both body and mind. The activeness of students in learning to emphasize understanding of the problems they will face in the learning process. Based on the results of interviews with economics teachers, it is known that there are problems during the learning process. Teachers do learning dominated by learning that is still teacher-centered, where the role of the teacher in the learning process is more than the role of students. Using the usual learning methods applied by the teacher, it appears that students are not actively involved in the learning process. Judging from these problems, innovations in learning models need to be made, one of which is a learning model that can make students active in the learning process. A suitable model to be practiced in increasing learning activeness is the project-based learning model. The research conducted is a class action research with the research subject is class XI IPS 2 SMA Negeri 3 Bojonegoro. The instrument used was an observation sheet. This study uses two cycles, the first cycle using a project-based learning model (PjBL) gets an average result of 54% classified in the good category, but has not reached the level of research success indicators that have been determined. In the second cycle, by applying the project-based learning model (PjBL), the results with an average of 86% were classified as very good and had reached the specified success indicators. Based on the results obtained, this indicates that this class action research (PTK) has been successful. the use of project-based learning models (PjBL) can increase the activeness of students in undergoing economic learning in class XI IPS 2 SMA Negeri 3 Bojonegoro on the material of international economic cooperation.

Analysis of Student Needs for PBL-Based Mobile Learning Media

The purpose of this research is to analyze the needs of students for learning media android based on high school economics subjects. The offered mobile learning media is a learning application that is integrated with a problem-based learning model, which aims to improve critical thinking skills. The research subjects were 30 grade 11 high school students in Wonogiri district. This study uses a qualitative descriptive method. The research instrument used is interview guidelines and questionnaires about student needs. The results of this study are in the form of data obtained from observations, interviews with one of the economics teachers, and also a questionnaire filled out by the student as research subject. The data analysis technique used refers to the Miles and Huberman model, namely (1) data reduction (data collection), (2) data presentation, and (3) concluding. From the results, this research concluded that it takes an innovative mobile-based learning media that can be accessed on smartphones.

The Effect of Parenting Styles and Student Perceptions of Economics Teachers' Professional Competence on Educational Interactions Economics Learning mediated through Self-Regulated Learning

Adanya hasil pengamatan yang dilakukan sebelumnya pada siswa kelas XI IPS SMA Negeri 1 Driyorejo 2022/2023, bahwasannya belum secara menyeluruhnya siswa aktif dalam merespon pertanyaan yang diajukan dalam section tertentu oleh guru. Terdapat beberapa faktor yang mempengaruhi interaksi edukatif dalam proses pembelajaran, yaitu peran orang tua dan guru. Penelitian ini bertujuan untuk dapat menganalisis pengaruh gaya pengasuhan orang tua dan persepsi siswa tentang kompetensi profesional guru terhadap interaksi edukatif terutama dalam pembelajaran ekonomi dimediasi oleh self – regulated learning. Sampel pada penelitian ini digunakan dengan teknik sensus sejumlah 141 siswa XI Jurusan IPS. Metode penelitian yang digunakan ialah kuantitatif dengan analisis Structural Equation Modelling (SEM) berbantuan software WarpPLS. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang tinggi disumbangkan oleh persepsi siswa tentang kompetensi profesional guru sebesar 71,5% terhadap self – regulated learning dan 35,9% terhadap interaksi edukatif dalam pembelajaran ekonomi. Namun, hasil menunjukkan bahwa keberhasilan self – regulated learning sebagai pemediasi hanya terletak diantara pengaruh yang diberikan persepsi siswa tentang kompetensi profesional guru terhadap interaksi edukatif dalam pembelajaran ekonomi. Untuk itu, diharapkan bagi beberapa komponen pendidikan untuk memberikan fokus utamanya pada peningkatan kompetensi profesional guru guna mewujudkan pembelajaran yang optimal kedepannya.

Economics Teacher Quality: Challenges, and Alternative Development

The quality of graduates as school’s output is largely determined by many things related to teachers, including economics teachers. At a macro-level, the teacher’s task is related to the development of human resources, which will most determine the sustainability and glory of national life. However, internally the economics teacher is still faced with several problems both concerning the number and qualifications of academic, distribution, and the quality or competence of economics teachers. Besides that, the demands of globalization, changes in the fields of science and technology, economics, socio-political, socio-cultural, and government policies are challenges faced by economic teachers. Minimizing internal problems into strength and anticipating challenges into opportunities is the main strategy to achieve the figure of a professional economics teacher who produce the students who are economically literate, characterized, and have an entrepreneurial spirit. At least four ways are carried out through education, training, experience, and habituation, with religion as the commander.

Development of Economics Teaching Materials Using Android-Based Mit App Software

The purpose of this research is to develop Android-based economic teaching materials using App Inventor Software. To find out the effectiveness of Android-based economic teaching materials using the App Inventor Software for student independence in learning. The method used in this research development is a modified Borg & Gall model with four steps of initial product development, design validation, product trials and validation. The results of the study showed that the validation of the material expert was workable with an average score of 84%. The assessment of the validator of the media expert is quite decent with an average score of 83.3%. After the validation process was carried out, then continued to a small group trial consisting of 5 students of class X by 92.2% and economics teachers. The results obtained are feasible with an average score of 95%. For field trials also received a decent rating of 88.1% of the responses of 15 students. 100% of teacher responses in economics. The development of Android-based economic teaching materials is declared feasible to improve student learning outcomes because the results of the classical completeness analysis is over 85% which is 93%.

Pengembangan Strategi Membangun Critical Thinking Melalui Pembelajaran Ekonomi Berbasis Konstruktivistik

21st century learning requires teachers to be able to create students who are knowledgeable, pious, and have character to be ready to face various educational challenges in the industrial revolution era. Economics teachers as an integral part of other subject teachers have a sense of professional responsibility and moral responsibility in preparing the nation's young generation. The analysis of students often has difficulty understanding macro and micro economic concepts that have not been answered by teachers in learning. So we need smart solutions to overcome them through changing the mindset of teachers in facing the challenges of teaching to be creative and willing to be good facilitators for students. The fusion of information technology applications in society needs to be revitalized in economic learning that is more effective, efficient and efficacy through strengthening economics teachers. Based on the urgency and conceptual ideas, the researcher intends to provide training for economics teachers in East Java on constructivist learning in economics learning to be able to improve students' critical thinking. This research was carried out using a participatory approach through the participation of teachers in seminar activities and continued with practical activities for training in constructivistic economic learning models and methods. The goal is to build critical thinking towards 21st century economic learning which is prepared independently by economics teachers. The results of the study indicate that the activities of developing constructivist-based economic learning models and methods have been proven to improve teacher understanding and skills as a form of developing strategies to build critical thinking.

Study of Evaluation of the Implementation of E-Learning-Assisted Economic Learning at SMA Negeri 6 Denpasar

This study aimed to determine the results of evaluations separately or together on context, input, process, product and problems that occur in the implementation of economic learning assisted by e-learning at SMA Negeri 6 Denpasar. This research is a program evaluation research using CIPP model. The sample of this study consisted of 85 students and 2 teachers of economics at SMA Negeri 6 Denpasar. Context, input, process, product data in this study were collected using a questionnaire using a Likert scale of 1-5. The data analysis method used in this study is a quantitative descriptive analysis method. To determine the effectiveness of implementing the economic learning assisted by e-learning, the raw scores were transformed into Z-scores, then into T-scores, then verified into the Glickman Quadrant. Based on the research that has been done, the results show that: 1) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the context obtained effective results (+), 2) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the input obtained effective results (+), 3) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the process obtained less effective results (-), 4) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the product obtained effective results (+), 5) The results of a joint evaluation of the implementation of economic learning assisted by e-learning in terms of context, input, process, product obtained effective results (+ + - +), and 6) The problems faced in implementing e-learning assisted economic learning are 1) lack of support for facilities and infrastructure, 2) lack of student attendance, 3) many students submit assignments not on time, 4) students do not access the material provided, 5) lack of training regarding e-learning assisted learning, and 6) teachers lack time to explain the material.

An Educational Needs Analysis of Home Economics Teachers for Food Literacy Education in Secondary School Home Economics

An Educational Needs Analysis of Home Economics Teachers for Food Literacy Education in Secondary School Home Economics

Effect of Internet-Based Instructional Strategy on Students’ Academic Achievement in Economics: Counselling and Curriculum Inference

The study adopted a quasi-experimental research design. The population of the study was 942 Senior Secondary public-school II students in Kaura, Kaduna State. 187 Economics students were sampled from the population. Two research questions and hypotheses guided the study. Data was collected using a Multiple-Choice economic Achievement Test. The instrument was subjected to face and content validation by three experts. The instrument was trial tested on SSS II students in Government Secondary School Kagoro, Kaduna State. The reliability was determined using the Kuder Richardson (K-R20) formula to establish the internal consistency of the instrument, which yielded a reliability index of 0.85. The collected data were analyzed using the mean and standard deviation to answer the research questions, while the Analysis of Covariance was used to test the hypotheses. The study revealed that using an internet-based instructional strategy has increasing positive effects on students' academic achievement in Economics and that gender is not a significant factor in students' academic achievement in Economics. The study recommends, amongst other things, that Economics teachers should use internet-based instructional strategies in teaching Economics and that teachers and students should be counseled on the need to embrace the internet-based instructional approach.