Education Unit Research Articles

Shared Religious Education through Christian–Islamic Team Teaching

The article, which is written by an interreligious team, provides comprehensive insights into the conception, implementation and accompanying research of a project on Christian–Islamic religious education in team teaching. The aim of the project is to expand the denominational religious education lessons anchored in Austrian schools through religious-cooperative units taught jointly by a Christian and an Islamic teacher. The analysis of the teaching units is carried out in the format of design-based research and thus encompasses numerous aspects of interreligious educational processes, which are examined in this article. Firstly, the design of the project is described and the legal framework associated with it is explained in the context of the Austrian school system. Subsequently, learning requirements on the part of Christian and Muslim pupils are presented, with a particular focus on their preconceptions and attitudes towards religion in general as well as other religions. Special attention is paid to the specific framework conditions of Islamic religious education teachers, which differ in many aspects from those of Catholic religious education teachers. Furthermore, interreligious competences they consider necessary are described. Specific insights into the teaching units and the complementary research provide information about the opportunities and challenges of interreligious education in team teaching by two teachers. After this focus on the teachers, an outline of the students’ perspectives on the teaching units completes the presentation of the research results. In the concluding summary, the local theories developed from the overall project are presented and discussed.

Manajerial Kepala Sekolah dalam Meningkatkan Kemampuan Menulis Penelitian Tindakan Kelas (PTK) Guru

Classroom Action Research is research conducted among teachers to solve a problem in the classroom in order to improve the quality of learning. This requires the role of the school principal to encourage teachers' abilities in conducting Classroom Action Research. This research aims to determine the ability of teachers to write Classroom Action Research, the school principal's efforts to improve teachers' writing skills in creating Classroom Action Research and to find out the inhibiting and supporting factors. The method used in this research is qualitative with a descriptive nature. The subjects in this research were school principals and teachers at SD Negeri Ciduwet 2 Brebes Regency, using interview, observation and documentation data collection techniques. Meanwhile, to analyze data by collecting data, reducing data, presenting data and drawing conclusions. From this research, the results showed that the teacher's ability to write Class Action Research at SD Negeri Ciduwet 2 Brebes Regency was still low and the managerial work carried out by the principal at SD Negeri Ciduwet 2 Brebes Regency in improving the teacher's ability to write Class Action Research had not been implemented optimally. And the inhibiting factors were found, namely the lack of encouragement from the government in educational units, the teacher's motivation was only for promotion and considering Classroom Action Research to be difficult, while the supporting factors for writing Classroom Action Research were the school principal providing opportunities for teachers to develop competence independently through training.

Implementasi Kurikulum Merdeka untuk Meningkatkan Perkembangan Holistik Siswa dalam Pembelajaran Pendidikan Agama Islam (PAI) di MTs MINAT Kesugihan Cilacap

In the context of post-pandemic learning recovery, the Ministry of Education and Culture has officially implemented the latest curriculum entitled independent learning which will begin to be implemented in the 2022/2023 academic year in all educational units independently. The aim of this research is to describe the implementation of the independent curriculum in Islamic Religious Education learning at MTs MINAT Kesugihan as well as the positive impacts and obstacles in implementing the independent curriculum in Islamic Religious Education learning at MTs MINAT Kesugihan. This research applies a qualitative phenomenological approach to the field study type. Data collection techniques were carried out through observation, interviews and document study. The research results show that the independent curriculum implementation process is broken down into three stages, namely planning, implementation and evaluation. The positive impacts of implementing the independent curriculum on Islamic Religious Education learning include increasing teacher and student creativity, increasing student enthusiasm and activeness in learning, and increasing teacher enthusiasm in developing their own capacity. The obstacle in implementing the independent curriculum in Islamic Religious Education learning is the difficulty of educators in creating fun and quality learning and determining the right themes and content for P5 activities to suit students' interests and talents.

Implementasi Kurikulum Merdeka pada Rumpun Mata Pelajaran Pendidikan Agama Islam

This research is based on the independent curriculum which has been developed into a more variable curriculum but still focuses on basic materials, character development and student competence. As in his review, the independent curriculum aims to restore the learning crisis which is getting worse due to the pandemic. Apart from that, it also aims to provide freedom to institutions and teachers to develop and manage curriculum and learning that is adapted to the characteristics of educational units and students. This research is descriptive research using a qualitative approach. The results of this research are: 1) Planning for learning tools begins with attending workshops and outreach related to the independent curriculum. Teaching equipment such as material books are taken from the Ministry of Islamic Religion, while accompanying books are from madrasas. 2) Implementation of independent curriculum learning starts from grade 7 first. In formulating the learning objectives of these two madrasas, they analyze the competencies and scope of material on learning outcomes and relate them to the context, the flow of learning objectives is formulated by developing and modifying the examples that have been provided, the differentiated learning of these two madrasas focuses on the content and learning process. 3) learning assessment is carried out by determining the criteria for learning objective requirements (KKTP) based on the learning objectives.

PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA

This research aims to examine the implementation of the Project Based Learning model in improving students' learning outcomes in Economics for Class X at SMA Negeri 1 Lahusa during the 2023/2024 academic year. The design used is a Classroom Action Research (CAR) design. The research instruments employed are student observation sheets and teacher observation sheets. Based on the research findings and discussions, it is shown that: (1) The results from cycles I and II indicate a significant improvement in student learning outcomes, which have reached an optimal level. (2) The Project Based Learning model can enhance students' learning outcomes in Economics, particularly in understanding economic issues related to human needs, scarcity, and economic systems. (3) In cycle I, the students' average score was 72.03, exceeding the minimum completeness criteria set by the education unit, which is 65. The percentage of student learning mastery in cycle I was 65.3%, which is categorized as not meeting the target optimally according to the learning objectives. Therefore, cycle II was conducted, resulting in an average score of 86.15 with a mastery percentage of 92.3%, categorized as very good. These results demonstrate significant improvement. The recommendation from this research is that teachers should consistently encourage and motivate students to be more active and think critically in understanding the concepts being studied, allowing teachers to act as facilitators who guide, summarize the taught material, and evaluate students' learning outcomes.

Disruptive behaviors and its impact on meaningful learning in BGU students

The research called Disruptive Behaviors and their impact on meaningful learning in BGU students. Its objective was to identify disruptive behaviors and their impact on meaningful learning in BGU students from the “Raymundo Aveiga” Educational Unit. For this purpose, the research had a qualitative, quantitative and descriptive approach with the purpose of generating information based on the results obtained during the implementation of the EFECO questionnaire to the students. This questionnaire was made up of 67 items that allowed the evaluation of executive functions such as: emotional control, monitoring, organization of materials, initiative, and working memory. The sample consisted of 40 BGU students from this institution. Some results indicate that, when comparing the knowledge of the electric field, the results obtained at the post-test level show the same trend, that is, an average of 5.25 students was obtained for the first group and an average of 5.45 for the second group. Finally, the alternative hypothesis is accepted Ha = There are significant learning differences between the group that shows disruptive behaviors and the students who do not show disruptive behaviors.

Kepuasan Guru dalam Penggunaan E-Rapor di SMA Negeri 1 Pancung Soal Kabupaten Pesisir Selatan

E-report is a web-based software for compiling reports on student competency achievements by educational unit level developed by the SMA curriculum sub-division. By using the e-report application, it can make it easier for teachers to input the grades obtained by students. The purpose of this study is to determine the level of satisfaction of e-Rapor users with the End-User Computing Satisfaction (EUCS) model as seen from the five variables, namely content, accuracy, form, ease of use, and timeliness. This research is a quantitative descriptive research, with a population of 84 sample teachers in this study using a non-probability sampling technique, namely saturated samples so that all populations are used as samples. Using the EUCS method, this research found that teacher satisfaction with the e-report at Pancung Soal 1 Public Senior High School (SMA) Pesisir Selatan regency was satisfied with the percentage of content 80.57%, accuracy 80.95% , format 80.05%, ease of use 80.00%, timeliness 80.60%

Perspectivas de estudiantes de secundaria del Departamento de Oruro sobre la trata de personas

Human trafficking is the third most lucrative crime worldwide, after drug trafficking and arms trafficking. The groups most vulnerable to this scourge are adolescents, women and children. In this context, the objective of this research was to determine whether students aged 16 to 18 years at the secondary level, belonging to 4 educational units in the department of Oruro, know the psychosocial risk factors that promote human trafficking, as well as the strategies of coping to avoid being victims. Methodologically, the study adopted a field-level, descriptive design, quantitative approach. 358 students participated, selected through a stratified random sampling, to whom 3 measurement instruments were applied: CRTP, CFRP and ACS. The results were segmented by rural and urban areas. The conclusions indicate that students have knowledge about risk factors, but are not prepared to face them effectively. This situation highlights the need to implement prevention and education strategies that empower adolescents to avoid becoming victims of human trafficking.

Development of Learning Design Module on P5 Learning: Improve HOTS of Vocational Students

The implementation of Merdeka Curriculum in all educational units in Indonesia has a significant impact on the learning elements in it, including the impact on Vocacional School, which is a school with high demands for learning independence. This research aims to produce a learning design module product on P5 learning, especially the theme of work. Learning design module on P5 learning especially the theme of work has been developed through 3 steps: 1) Preliminary study, 2) Product development, 3) Product testing. The module was developed with the following elements: 1) Module profile and module objectives, 2) Subtheme 1 (self-recognition), 3) Assessment Rubric for Subtheme 1, 4) Reflection Sheet Subtheme 1, 5) LKPD Sub-theme 1, 6) Sub-theme 2 (equip yourself), 7) Subtheme 2 Assessment Rubric, 8) Reflection Sheet Sub Theme 2, 9) LKPD Sub Theme 2, 10) Subtheme 3 (Ability to Communicate Effectively), 11) Subtheme 3 Assessment Rubric, 12) Reflection Sheet for Sub Theme 3, 13) LKPD for Sub Theme 3, 14) Subtheme 4 (Exploration of Local Potential), 15) Rubric for Assessment of Subtheme 4, 16) Reflection Sheet for Sub- theme 4, 17) LKPD Sub Theme 4. Based on the results of product testing by media experts, material experts, and practitioners, it was found that more than 97% of the substance in the module was suitable for use and in accordance with the needs of learners.

LA INCLUSIÓN, LA EDUCACIÓN INCLUSIVA Y LA CULTURA DE PAZ EN DOS INSTITUCIONES DE EDUCACIÓN SUPERIOR MEXICANAS

Inclusion, inclusive education, and the promotion of a culture of peace in secondary and higher education represent significant challenges for higher education institutions. In Mexico, experiences have been identified that reflect both the achievements made and the obstacles that remain on the path to ensuring equitable and quality education for all. This document highlights, on the one hand, the trajectory of the Metropolitan Autonomous University, which, in the Academic Unit of Iztapalapa, developed the Academic Model for Collaborative Construction of Learning taking into account important references from the UAM-Iztapalapa Inclusive Project; on the other hand, it reflects and shows the progress of the advanced initiatives and activities that were launched at the Autonomous University of the State of Morelos through the Inclusive Education Unit. What was done in both higher education institutions is framed in the context of what was the beginning of the health contingency caused by the SARS-Cov-2 virus and its subsequent effects that still remain unfinished.

Leadership and Multicultural Environment

A pesantren is a non-formal educational institution with its own distinctiveness in the sociological and historical context of Indonesia. From the beginning, pesantren were established based on the leadership of a religious figure, supported and trusted by the local community. This research aims to explore and analyze how power and authority contests take place within the pesantren, particularly in the context of leadership at Pondok Pesantren Bustanul Makmur Genteng, led by KH. Muwafiq Amir. The study focuses on three main aspects: the paradigm of power and authority, the perspective of personal virtues, and the multicultural environment that shapes multicultural leadership in the pesantren. This research also seeks to redefine and revise the implementation of existing leadership theories by developing a theoretical framework different from previous studies. The research employs a literature review analysis method. Data collection is conducted through a systematic search of scholarly literature, including articles, journals, and documents that significantly discuss the theme of this study. The leadership of KH. Muwafiq Amir at Pondok Pesantren Bustanul Makmur, Genteng, Banyuwangi, highlights an intelligent adaptation to the local socio-cultural context and multicultural challenges in an urban environment. Although he is not a direct descendant of the pesantren's founder, KH. Muwafiq plays a key role in managing the pesantren through collaborative strategies involving the development of educational units that are strategic and relevant to the community's needs. He has also successfully integrated high spiritual values with the demands of modernity, realized in a competitive formal educational institution. This success demonstrates that KH. Muwafiq possesses spiritual maturity and innovative leadership capable of maintaining the relevance and sustainability of the pesantren in the face of rapid social change dynamics.

Research-informed translation of mental strategy teaching materials into isiXhosa

Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning.Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials?Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape.Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory.Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity.Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making.Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.

Evaluation of the Program for Strengthening the Profile of Pancasila Students from the CIPP Model Perspective

This research aims to determine the results of evaluating the context, input, process, output of the project program to strengthen the profile of Pancasila students at Nasima Middle School, Semarang. Nasima Junior High School in the implementation of P5 (Pancasila Student Profile Strengthening Project) is not escorted even though the driving school should be escorted by the government. The escort is not sustainable, and only given material. Furthermore, everything related to implementation is determined by the school. Because Basically, the independent curriculum is very depends on the characteristics of the education unit according to different characters. Well, the curriculum at that time accommodates that character. Including in determining the project of strengthening the student profile of Pancasila. In this research, the method used is descriptive qualitative. Using interview, observation and documentation data collection techniques. The data obtained was analyzed by data reduction, data presentation and drawing conclusions. Test the validity of the data using triangulation of sources and methods. The results of the research show that: 1) The results of the evaluation of the program context for the project to strengthen the profile of Pancasila students have been running, it can be seen from how three projects were prepared for one year, 2) The results of the evaluation of the program input for the project to strengthen the profile of Pancasila students have been running, it can be seen from the competence of the educators , 3) The results of the process evaluation regarding obstacles in the implementation of the project program to strengthen the profile of Pancasila students are already underway, which can be seen from the implementation of three projects, 4) The results of the product evaluation regarding the continuation of the project program to strengthen the profile of Pancasila students are already underway with a graphic increase in the results of student achievement. It is recommended that the program be continued with some improvements in terms of budget, activity management, and long-term oriented products. And for the government, the driving schools should also be escorted in the implementation of P5.

Sustainable meaningful learning through the tree of knowledge: a teaching project for Nepal

Introduction: The climate crisis and social justice are at the focus of UNESCO's 2030 Agenda, which presents 17 SDGs (Sustainable Development Goals) as a roadmap for the preservation of the planet. From the educational field, its achievement can be promoted through the design of educational projects that promote sustainable meaningful learning (SML) hand in hand with learning for social justice (LSJ). In this context, an innovative teaching practice was developed in 2021-22 using biosphere reserves in Nepal, in which students from the International Primary Education Teacher Degree Program designed teaching materials to be offered to nearby primary schools in Nepal, close to the selected biosphere reserve. Methodology: The students built knowledge models based on conceptual maps about the selected biosphere reserve, creating teaching units with activities aimed at students in Nepal. A tree of knowledge was also designed that summarized the joint project as a metacognitive tool for sustainable meaningful learning. Results: For the evaluation, a double rubric was used that analysed both the oral defence of the project and the different sections of the UD, and personal reflections were analysed, as well as the learning results and motivation. Discussion: Sustainable meaningful learning together with learning for social justice and the didactic tools that were used are very valid methodologies to stimulate international cooperation and promote meaningful, autonomous, motivating and sustainable learning.

‘So… like I’m responsible for ending war?’: centering anti-war activism in our teaching of war

ABSTRACT Primary Objective This study examines student reaction to a unit of instruction teaching war through a more critical lens focusing on anti-war movements and how student sense of civic agency was impacted. Research Design A design study that centered student voice on activism and experiences of a unit of instruction of the USA at war. Design study was used to surface student experience, understanding and perspective. Outcomes and Results Students gained greater awareness of the USA at war and the history of the anti-war movement. Students gained a more robust understanding of civic agency and how to engage in acts of change. Many students indicated they were unlikely to participate in activism because of the overwhelming complexity of the problem of war. Conclusions This research speaks to the problem of educating students about critical civic agency and literacy as well as developing engaged and activist youth and adults. It provides guidance and commentary on how to organize and arrange curriculum to complicate topics typically taught in traditional curriculum to teach skills of activism and societal change. This article reconsiders how we can examine content in a more critical and authentic way.

THE INFLUENCE ANALYSIS OF LEADERSHIP STYLE AND ORGANIZATIONAL COMMITMENT ON EMPLOYEE INTENTION TO STAY MEDIATED BY JOB SATISFACTION IN PRIMARY AND SECONDARY EDUCATION ORGANIZATIONS IN JABOTABEK

This study aims to analyze the relationship between leadership style (LS), organizational commitment (OC), and employee intention to stay working (ITS) in private primary and secondary education organizations in the form of SPK (Cooperation Education Unit) in Jabotabek, Indonesia, using the PLS-SEM method. The results show that 67.4% of job satisfaction variables can be influenced by leadership style and organizational commitment variables. Organizational commitment and job satisfaction have a positive and significant effect on ITS as an intervening variable. Job satisfaction is able to increase the influence / mediate of leadership style on intention to remain in educational organizations. The managerial advice from this study emphasizes the importance of management in optimizing leadership styles, organizational commitment, and JS to increase employee intention, which has an impact on organizational stability.

Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students' Perception, and Applications.

Text-generating artificial intelligence (AI) such as ChatGPT offers many opportunities and challenges in medical education. Acquiring practical skills necessary for using AI in a clinical context is crucial, especially for medical education. This explorative study aimed to investigate the feasibility of integrating ChatGPT into teaching units and to evaluate the course and the importance of AI-related competencies for medical students. Since a possible application of ChatGPT in the medical field could be the generation of information for patients, we further investigated how such information is perceived by students in terms of persuasiveness and quality. ChatGPT was integrated into 3 different teaching units of a blended learning course for medical students. Using a mixed methods approach, quantitative and qualitative data were collected. As baseline data, we assessed students' characteristics, including their openness to digital innovation. The students evaluated the integration of ChatGPT into the course and shared their thoughts regarding the future of text-generating AI in medical education. The course was evaluated based on the Kirkpatrick Model, with satisfaction, learning progress, and applicable knowledge considered as key assessment levels. In ChatGPT-integrating teaching units, students evaluated videos featuring information for patients regarding their persuasiveness on treatment expectations in a self-experience experiment and critically reviewed information for patients written using ChatGPT 3.5 based on different prompts. A total of 52 medical students participated in the study. The comprehensive evaluation of the course revealed elevated levels of satisfaction, learning progress, and applicability specifically in relation to the ChatGPT-integrating teaching units. Furthermore, all evaluation levels demonstrated an association with each other. Higher openness to digital innovation was associated with higher satisfaction and, to a lesser extent, with higher applicability. AI-related competencies in other courses of the medical curriculum were perceived as highly important by medical students. Qualitative analysis highlighted potential use cases of ChatGPT in teaching and learning. In ChatGPT-integrating teaching units, students rated information for patients generated using a basic ChatGPT prompt as "moderate" in terms of comprehensibility, patient safety, and the correct application of communication rules taught during the course. The students' ratings were considerably improved using an extended prompt. The same text, however, showed the smallest increase in treatment expectations when compared with information provided by humans (patient, clinician, and expert) via videos. This study offers valuable insights into integrating the development of AI competencies into a blended learning course. Integration of ChatGPT enhanced learning experiences for medical students.

Assessing the Impact of Minimum Learning Mastery Standard on the Effectiveness of Follow-Up Programs in Madrasa

This study aims to analyse the assessment and follow-up processes of Arab learning at Madrasah Aliyah using qualitative methods with a phenomenological approach. It involved 24 Arabic language teachers from Madrasah Aliyah in South Kalimantan. The findings indicated that Minimum Learning Mastery Standards (MLMS) were not adjusted to accommodate student characteristics, subject competencies, and educational unit conditions. Consequently, learning assessments became less credible, often serving merely to fulfil MLMS requirements. Both enrichment and remedial follow-up were perceived as formalities, lacking a basis in the analysis of student assessments, which undermined students' motivation to learn. Teachers encountered ethical dilemmas in assessment and decision-making processes, exacerbated by external pressures for students to meet MLMS benchmarks. The study emphasizes the importance of reducing external pressures in determining MLMS, enhancing teacher competence in adopting new assessment methods, and improving evaluation systems. These improvements are crucial for developing evidence-based structured enrichment and remedial programs

Achievement of safer learning facilities standards in the disaster safe education unit program at Panggang elementary school

This study aims to discover and describe the achievement of safer learning facility standards for the disaster safe education unit program at Panggang elementary school, Bambanglipuro. This study is a descriptive evaluative research mixed methods approach with a sequential explanatory strategy. The sampling technique was carried out with saturated samples. Data collection techniques used observation, interviews, documentation studies, and questionnaires. Data validity uses internal validation, technical triangulation, and source triangulation. Quantitative data analysis uses a percentage formula calculation according to Sugiyono, while qualitative data analysis uses an interactive analysis model. However, each aspect still has gaps. The gaps that occur are not too significant, but still affect the achievement of safer learning facilities. Efforts are needed from Panggang elementary school Bambanglipuro to reduce or even eliminate existing gaps so that safe learning facilities in the disaster safe education unit program can be fully achieved. Keywords: program evaluation, disaster safe education unit program, safer learning facilities

Designing and teaching socio-scientific issues online: digital curation in the science classroom

ABSTRACT This case study explored how Digital Curation (DC) can be applied to classroom Socio-Scientific Issues (SSI) instruction. It examined teachers’ perspectives on whether and how DC contributes to fostering the social and scientific dimensions of the SSI – the key components of the SSI-Teaching and Learning (SSI-TL) framework. Data were gathered from seven teachers during and after a professional development program on DC for science teachers designed to equip educators with resources to develop their own SSI-DC teaching units. The teachers indicated that DC enhanced the scientific and social dimensions of SSI, while also bolstering students’ digital skills, thus effectively addressing common hurdles to integrating both social and scientific dimensions in SSI instruction. Beyond presenting innovative strategies for the effective implementation of DC, the findings contribute to confirming the validity of the SSI-TL framework.