A School-Based Measure of Culturally Responsive Practices

Asil, Mustafa

doi:10.3389/feduc.2017.00017

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…Specially trained teacher assessors visit schools and use one-to-one interviews, hands-on activities; group tasks; pencil and paper tasks, and computer adapted activities to evaluate and understand student achievement across the learning areas of the New Zealand Curriculum at the primary (elementary) school level, without high stakes testing (Ministry of Education, 2015). One of the aims of NMSSA is to better understand the factors that influence student achievement at the middle and endpoints of primary schooling in New Zealand (Allan, 2012;Asil, 2017;Darr et al, 2017). It is important to note that primary schooling in New Zealand concludes at Year 8.…”

Section: Methodsmentioning

confidence: 99%

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

Berg,

Ingram,

Asil

et al. 2024

J Math Teacher Educ

Self Cite

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This study explored teachers’ self-efficacy in teaching mathematics (SETM) as related to their teaching profile and pedagogical practices. Using data from 327 New Zealand primary teachers, a multilevel structural equation model was constructed and analyzed that looked at the relationships among SETM and effective pedagogical practice scales and included characteristics related to the teachers and their schools. No significant gender, year level, or school socioeconomic differences were found with teachers’ SETM. Experienced teachers had significantly higher SETM scores than their inexperienced colleagues. Teachers who were self-efficacious in their mathematics teaching reported pedagogical practices known to be effective in the mathematics classroom in contrast to their low self-efficacy colleagues.

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Section: Methodsmentioning

confidence: 99%

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

Berg,

Ingram,

Asil

et al. 2024

J Math Teacher Educ

Self Cite

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“…Therefore, Gay suggested focusing on teaching local wisdom responses (Solano-Flores, 2019). Geneva Gay defines Indigenous responsive teaching as cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them (Abacioglu et al, 2020;Asil, 2017). Maintaining local culture or wisdom in the learning process improves the quality of cultured life (Chandra, Putera, Kharisma, & Fauziah, 2023).…”

Section: Figure 3 Classical Average Student Learning Outcomesmentioning

confidence: 99%

Merdeka Curriculum Based EBA Learning Model in Elementary Schools

Husni,

Al Ihwanah,

Wibowo

et al. 2023

al.ibtida.snj

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Merdeka Curriculum is the main gate to developing the potential of elementary school-level students to learn independently through teacher guidance. Currently, the government of the Republic of Indonesia hopes that the Program for International Student Assessment (PISA) results from data in 2018 can be improved. The research objective was to improve the learning outcomes of Pancasila and Civic Education in the aspects of spiritual attitudes, social attitudes, knowledge, and skills of students by applying the EBA learning model to the subject matter of ethnic, social, and cultural diversity in Indonesia. The research subjects were 24 students of class IV of a public elementary school in Padangsidimpuan City, Indonesia. This research used the Kemmis & McTaggart class action research method, which involved planning, acting, observing, and reflecting. Data were collected by using tests, observations, and interviews. The data were analyzed descriptively with qualitative and quantitative approaches. The study's results prove that after applying the EBA learning model, students' learning outcomes have increased from pre-test, post-test I, and II to post-test III with an average score of 86.71 and a completeness percentage of 87.5%.

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“…Ini terbukti dari penelitiannya Geneva Gay bahwa prestasi akademik siswa akan meningkat jika mereka diajar melalui budaya dan pengalaman mereka sendiri (Gay, 2002). Pengajaran responsif budaya didefinisikan oleh Gay sebagai pengetahuan budaya, pengalaman sebelumnya, kerangka acuan, dan gaya kinerja siswa yang beragam secara etnis untuk membuat pertemuan belajar lebih relevan dan efektif bagi mereka (Asil, 2017).…”

Section: Hasil Dan Pembahasanunclassified

Implementasi Model Pembelajaran Eba Di Sekolah Dasar Padang Sidempuan

Lubis,

Setiawan,

Br. Perangin-angin

2023

JMIE

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The learning process is the key to student learning success. So that the learning process can be carried out properly, choose the suitable learning model. This is because the learning model is a design pattern aiming to achieve learning and student outcomes and get excellent grades. The research aimed to improve students' Pancasila and Civic Education outcomes in spiritual attitudes, social attitudes, knowledge, and skills by applying the EBA learning model to ethnic, social, and cultural diversity in Indonesia, bound by unity. The research subjects were 30 students of class IV-Zaid SD IT Nurul 'Ilmi Padang Sidempuan. This study used Kurt Lewin's classroom action research method with the stages of planning, action, observation, and reflection in 2 cycles. Data was collected in the form of tests, observations, and interviews. Data were analyzed descriptively qualitatively and quantitatively. The results of the study proved that students experienced an increase in their learning. Before applying the EBA learning model, the average proportion of students' classical Pancasila and Civic Education outcomes obtained a score of 33.33%. After being applied to the first cycle it was 56.66%, and in the second cycle it was 83.33%.

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A School-Based Measure of Culturally Responsive Practices

Cited by 4 publications

References 29 publications

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

Merdeka Curriculum Based EBA Learning Model in Elementary Schools

Implementasi Model Pembelajaran Eba Di Sekolah Dasar Padang Sidempuan

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