This research was aimed to find out ICT media are preferred by high school students in South Bengkulu in learning reading and to describe the reading materials should be used with ICT media. The research design was mixed method quantitative and qualitative with the subjects of this research were 302 high school students and 11 English teachers in South Bengkulu. The instruments of this research were questionairre and open-ended interview. The findings of the research revealed that (1) online ICT media was prefered by high school students in South Bengkulu in learning reading and (2) kinds of text became the reading material that should be used with ICT media. To suggest, a broader field test still needed to be done to achieve a better result and other researchers who are interested in the incorporation of ICT in learning teaching are suggested to conduct further investigation which possibly deals with other language skills.
Mathematics teaching materials have an important role in supporting the achievement of the teaching goals of elementary school teacher education. One of the goals is to develop problem solving skills, but the existing teaching materials were not sufficient to facilitate problem solving. Therefore, problem solving based mathematics teaching materials were needed. The purpose of this research is to produce a mathematics teaching material model based on problem-solving, to support the goal achievement of mathematics primary education courses on the postgraduate program of primary school teacher education. This research and development used descriptive and evaluative methods. The descriptive method used to collect data on mathematics teaching materials, postgraduate student conditions, and supporting and inhibiting factors in developing the model of mathematics teaching material based on problem solving. The evaluative method was used to evaluate the testing process in developing mathematics teaching material model based on problem-solving. The product was developed through trials on postgraduate students from faculty of teacher training and education university of Bengkulu as the subjects. The data collection instruments were documents, questionnaires, and learning outcomes tests. Furthermore, the data were analyzed descriptively qualitatively. The results showed mathematics teaching material model based on problem-solving was valid and practice.
Many scholars have published research studies related to teacher misconceptions about science concepts but a few investigations report teachers' understandings of Inquiry-Based Learning (IBL). To achieve the main concern, Indonesian version of the Understanding of Learning Cycle (ULC) test was developed by translation from English to Bahasa Indonesia and back translation to English. To ensure the quality of translation, the ULC test adopted from Marek, Maier, and McCann (2008) was translated by two scholars who had fluency in Bahasa Indonesia and English. The translated ULC was administered to 31 in-service elementary school teachers. The majority (97%) of the subject had teaching experiences from 5 to 15 years. The use of translated ULC test indicated that (1) Indonesian version of the ULC can be used to evaluate in-service elementary school teachers' understanding of IBL; and (2) The varieties of misunderstandings about the IBL can be reported: (a) 94% of subjects discovered misunderstandings about teacher's role during exploration; during concept introduction, (b) only 4% subjects understood teacher's role as a guide to having students construct knowledge by the use of their learning experience; and ©, the majority (97%) of subjects had misunderstandings the main purpose of concept application to apply new knowledge to a recent situation.
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