This research was conducted in order to determine the opinions of preschool
teachers on eduation with a mixed age group in preschool education. In the
research, the case study method, one of the qualitative research methods,
was used in order to examine the opinions of the teachers in detail. The
study group of the research consists of 12 pre-school teachers who were
selected by the criterion sampling method, one of the purposive sampling
methods, working in the schools affiliated to the Ministry of National
Education in the Kirikhan District of Hatay Province and teaching in classes
of mixed age groups. The data of the research were obtained with a semistructured
interview form applied to pre-school teachers. As a result of the
research, it was concluded that teaching in a mixed-age classroom gave
teachers different perspectives on experiences and events, and that teachers
had the most difficulty in preparing a joint education plan suitable for all age
levels. Furthermore, in the research, it was concluded that receiving
education with a mixed-age group supports the development of the students,
gives responsibility to the older students, reinforces their knowledge, and
gives exemplary behaviors to the younger students.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
Formation of Precautions of Primary Education Students in Extracurricular Act...ijtsrd
In the article, it is stated that educational activities are a means of environmental education, it is the process of developing young students in environmental activities, ecological personal qualities. Environmental competence is formed in the classroom and in extracurricular environmental activities. Yadgarova Kholida "Formation of Precautions of Primary Education Students in Extracurricular Activities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49875.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49875/formation-of-precautions-of-primary-education-students-in-extracurricular-activities/yadgarova-kholida
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
This document discusses population education and its integration into the formal education system. It defines population education and outlines its objectives. It describes the components of a formal education system, including curriculum, teachers, students, and administrators. It discusses the need to integrate population education, approaches to doing so, and how population education content has been developed and incorporated into the education system in Pakistan at various grade levels. It also outlines the qualities needed in a good population education teacher.
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The document summarizes research on the implementation of an acceleration program for gifted students at MAN 1 Medan in North Sumatra, Indonesia. The acceleration program aims to provide specialized education for gifted children. The research found that the acceleration class was well organized and implemented the following:
1. Teachers had mastered the theoretical and practical aspects of teaching gifted students.
2. The curriculum and learning process focused on the optimal development of students' potential.
3. Students were identified as gifted through measures of intelligence and abilities.
4. Educational facilities supported the acceleration program.
5. Teachers were qualified to teach gifted students.
The acceleration program provided gifted students with an education tailored to their abilities and
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
Formation of Precautions of Primary Education Students in Extracurricular Act...ijtsrd
In the article, it is stated that educational activities are a means of environmental education, it is the process of developing young students in environmental activities, ecological personal qualities. Environmental competence is formed in the classroom and in extracurricular environmental activities. Yadgarova Kholida "Formation of Precautions of Primary Education Students in Extracurricular Activities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49875.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49875/formation-of-precautions-of-primary-education-students-in-extracurricular-activities/yadgarova-kholida
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
The Implementation of Curriculum at Kuttab Al-Fatih SurabayaSubmissionResearchpa
This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia by Muhammad Yudo and Rahmad Salahuddin 2020. The Implementation of Curriculum at Kuttab Al-Fatih Surabaya. International Journal on Integrated Education. 3, 3 (Jun. 2020), 174-178. DOI:https://doi.org/10.31149/ijie.v3i3.425 https://journals.researchparks.org/index.php/IJIE/article/view/425/402 https://journals.researchparks.org/index.php/IJIE/article/view/425
This document discusses population education and its integration into the formal education system. It defines population education and outlines its objectives. It describes the components of a formal education system, including curriculum, teachers, students, and administrators. It discusses the need to integrate population education, approaches to doing so, and how population education content has been developed and incorporated into the education system in Pakistan at various grade levels. It also outlines the qualities needed in a good population education teacher.
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The document summarizes research on the implementation of an acceleration program for gifted students at MAN 1 Medan in North Sumatra, Indonesia. The acceleration program aims to provide specialized education for gifted children. The research found that the acceleration class was well organized and implemented the following:
1. Teachers had mastered the theoretical and practical aspects of teaching gifted students.
2. The curriculum and learning process focused on the optimal development of students' potential.
3. Students were identified as gifted through measures of intelligence and abilities.
4. Educational facilities supported the acceleration program.
5. Teachers were qualified to teach gifted students.
The acceleration program provided gifted students with an education tailored to their abilities and
This document outlines the Single National Curriculum for General Knowledge for grades 1-3 in Pakistan. It includes 6 chapters that cover the introduction, curriculum focus, content organization, learning themes and outcomes, teaching and learning approaches, and assessment. The curriculum aims to develop students' knowledge, skills, attitudes and values through inquiry-based and student-centered learning. Key topics covered include general science, social studies, ethics and citizenship. Assessment is designed to evaluate students' thinking skills and understanding through a variety of methods. The curriculum is intended to prepare students for further learning and equip them with 21st century skills.
Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associations
This document provides an overview of the Single National Curriculum for General Knowledge for grades 1-3 in Pakistan. It includes 7 chapters that cover the introduction, curriculum focus, content organization, learning themes and outcomes, teaching and learning, assessment, and teaching resources. The curriculum aims to develop students' knowledge, skills, attitudes and moral values through inquiry-based and student-centered learning experiences. Content is organized around themes from general science and social studies. Standards define the expected learning outcomes in different subject areas like ethics and responsible citizenship. The curriculum emphasizes developing students' critical thinking, problem-solving and 21st century skills through experiential learning.
Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of PBL in learning can favorably affect the social competence of madrasa teachers. PBL is positively associated with student involvement and teaching in learning among the madrasa teacher social competency subscales. However, according to data analysis, students’ favorable responses to Islamic religious education learning practices can moderate the link between PBL and the social competency of madrasa instructors. This study has significance for the PBL model’s growth in strengthening the social competency of madrasa teachers learning Islamic religious education.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
This study aims to describe: (1) The values of academic culture possessed by
students, (2) The efforts made by students in producing scientific work; and (3) The
efforts made by the teacher in developing the academic culture of students in order to
develop positively. This research was conducted using a phenomenological qualitative
approach, with locations at the Jetis 3 Junior High School (SMP), Bantul, Indonesia.
The research subjects were selected purposively including a principal, 20 teachers, and
30 students who were administrators of the Intra-School Organization. Data collection
techniques used Focus group discussions, observations, and document studies. All
collected data is then analyzed by the steps of phenomenological qualitative analysis as
stated by John W. Creswell. The results of this study are: (1) That the academic culture
possessed by Jetis Middle School 3 students always processes the dynamics of everyday
life. It is reflected in various observable things called artifacts. Portrait of the academic
culture of Jetis 3 Junior High School students is formed from the results of their
discoveries which are then used as a guide in daily activities in school. There are 10
basic cultural values that guide the academic life of students at school. Three of them
which are considered most important are the values of honesty, discipline, and courtesy.
According to him, these three cultural values are undervalued by students but have an
important role that can lead their owners to success. (2) Efforts to produce scientific
works, Jetis 3 junior high school students have basic capital in each class namely wall
magazine. But they have not optimized the wall magazine; (3) the teacher's efforts in
fostering the academic cultural activities of students have been determined as school
policies, namely: (a) Additional lesson guidance programs for accessing national
examinations, (b) Youth Scientific Work group assistance programs, (c) Remedial
programs for children who have achieving learning completeness, (d) Assistance
program for Student Council activities, (e) Smile, greetings, greetings, (f) Personality
and academic mental counseling programs, (g) Class wall magazine development
programs, and (h) Bulletin and magazine piloting programs students.
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
The Sekolah Penggerak program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the Sekolah Penggerak program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the Sekolah Penggerak program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the Sekolah Penggerak program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
This is an initial study which preceded the implementation of a 4-phase
collaborative action research using the Mac Naughton & Hughes model. The purpose
of this study is to explore the existing knowledge and practice of teachers in
implementing a thematic approach in the planning and implementation aspect of the
learning and facilitation process (PdPc). This early observation involved five teachers
This study purposed to investigate researching anxiety of pre-service teachers
that might want to explain why they are able to learn successfully in the
context of difference in program of study. There were 15 pre-service teachers
in M.Ed. program of teaching science and mathematics voluntary
participated. Learning Anxiety Questionnaire (LAQ) was employed their
anxiety towards learning through Google Form. The study revealed that preservice
teachers
had
anxiety
at
medium
level.
However,
some
of
item
present
they
had
different
level
of
anxiety.
The
effective
learning
for
decreasing
level
anxiety
needs
to
be
more
discussed.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Chokera_Influence of teacher characteristics on pupils academic perfomance i...GeoffreyKashindi1
This document discusses the purpose and objectives of a study on the influence of teacher characteristics on student academic performance in primary schools in Kenya. The study aims to examine how teacher attitudes, demographics, qualifications, and experience influence the performance of 7th and 8th grade students. It provides context on the development of education and teacher training in Kenya. It reviews literature showing that teacher attitudes can impact students through modeling behavior, reinforcement, and observational learning. Positive teacher attitudes that are conveyed through supportive behaviors can encourage students and improve their performance.
This document provides an overview of the concept of hidden curriculum and its role in schools. It defines hidden curriculum as the unintentional lessons learned by students through the routines, norms, and social interactions at school. The hidden curriculum can influence students' perspectives on issues like gender, social class, and culture. It then examines the role of hidden curriculum through school rituals and culture, celebrations of events and festivals, and rules and discipline. Specific school examples are provided for each area to illustrate how hidden curriculum shapes students' experiences and learning beyond the formal academic curriculum.
This document discusses a study that evaluated the effectiveness of the revised biology 5090 syllabus in Mwense District of Zambia. The study aimed to determine if learners were acquiring the intended knowledge, skills, and values due to factors like teacher quality, infrastructure, and community expectations. Data was collected through questionnaires, lesson observations, physical school inspections, and tests administered to grade 12 learners. The findings indicated that most learners were not fully prepared for further biology studies or careers due to shortcomings in teaching quality and resource availability. As a result, learners had not acquired the knowledge, skills, and values stated in the revised syllabus.
This research aims to describe: First, the application of character education in SMP Negeri 16 Makassar. Second, the impact of the application of character education the school in SMP Negeri 16 Makassar. This was a qualitative research employing the naturalistic approach, carried out in SMP Negeri 16 Makassar. The data were collected through observations in debt interview, and document. The research finding, the following conclusions are drawn: (1). The development of school culture to build character in SMP Negeri 16 Makassar, consisting of planning, application, supervision, and evaluation, runs well. The application of character education in SMP Negeri 16 Makassar runs well, supported by the school personal and school committee. (2). The impacts of character, among others, manifested in: caring cleanliness; religious service obedience; conformity to the rules; mutual respect politeness, and family like relationship; honesty and responsibility; togetherness; and all personal school, including teacher and staff participation.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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This document outlines the Single National Curriculum for General Knowledge for grades 1-3 in Pakistan. It includes 6 chapters that cover the introduction, curriculum focus, content organization, learning themes and outcomes, teaching and learning approaches, and assessment. The curriculum aims to develop students' knowledge, skills, attitudes and values through inquiry-based and student-centered learning. Key topics covered include general science, social studies, ethics and citizenship. Assessment is designed to evaluate students' thinking skills and understanding through a variety of methods. The curriculum is intended to prepare students for further learning and equip them with 21st century skills.
Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associations
This document provides an overview of the Single National Curriculum for General Knowledge for grades 1-3 in Pakistan. It includes 7 chapters that cover the introduction, curriculum focus, content organization, learning themes and outcomes, teaching and learning, assessment, and teaching resources. The curriculum aims to develop students' knowledge, skills, attitudes and moral values through inquiry-based and student-centered learning experiences. Content is organized around themes from general science and social studies. Standards define the expected learning outcomes in different subject areas like ethics and responsible citizenship. The curriculum emphasizes developing students' critical thinking, problem-solving and 21st century skills through experiential learning.
Developing social competence of madrasa teachers is increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This study aims to see if increasing the use of problem-based learning (PBL) by madrasa aliyah or senior high school teachers in Indonesia increases their social competency in education. This study employed a quasi-experimental technique and data from PBL intervention program to investigate how PBL is connected with teacahers’ social competency and was analyzed using a t-test. In general, the social competence of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of PBL in learning can favorably affect the social competence of madrasa teachers. PBL is positively associated with student involvement and teaching in learning among the madrasa teacher social competency subscales. However, according to data analysis, students’ favorable responses to Islamic religious education learning practices can moderate the link between PBL and the social competency of madrasa instructors. This study has significance for the PBL model’s growth in strengthening the social competency of madrasa teachers learning Islamic religious education.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
This study aims to describe: (1) The values of academic culture possessed by
students, (2) The efforts made by students in producing scientific work; and (3) The
efforts made by the teacher in developing the academic culture of students in order to
develop positively. This research was conducted using a phenomenological qualitative
approach, with locations at the Jetis 3 Junior High School (SMP), Bantul, Indonesia.
The research subjects were selected purposively including a principal, 20 teachers, and
30 students who were administrators of the Intra-School Organization. Data collection
techniques used Focus group discussions, observations, and document studies. All
collected data is then analyzed by the steps of phenomenological qualitative analysis as
stated by John W. Creswell. The results of this study are: (1) That the academic culture
possessed by Jetis Middle School 3 students always processes the dynamics of everyday
life. It is reflected in various observable things called artifacts. Portrait of the academic
culture of Jetis 3 Junior High School students is formed from the results of their
discoveries which are then used as a guide in daily activities in school. There are 10
basic cultural values that guide the academic life of students at school. Three of them
which are considered most important are the values of honesty, discipline, and courtesy.
According to him, these three cultural values are undervalued by students but have an
important role that can lead their owners to success. (2) Efforts to produce scientific
works, Jetis 3 junior high school students have basic capital in each class namely wall
magazine. But they have not optimized the wall magazine; (3) the teacher's efforts in
fostering the academic cultural activities of students have been determined as school
policies, namely: (a) Additional lesson guidance programs for accessing national
examinations, (b) Youth Scientific Work group assistance programs, (c) Remedial
programs for children who have achieving learning completeness, (d) Assistance
program for Student Council activities, (e) Smile, greetings, greetings, (f) Personality
and academic mental counseling programs, (g) Class wall magazine development
programs, and (h) Bulletin and magazine piloting programs students.
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
The Sekolah Penggerak program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the Sekolah Penggerak program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the Sekolah Penggerak program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the Sekolah Penggerak program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
This is an initial study which preceded the implementation of a 4-phase
collaborative action research using the Mac Naughton & Hughes model. The purpose
of this study is to explore the existing knowledge and practice of teachers in
implementing a thematic approach in the planning and implementation aspect of the
learning and facilitation process (PdPc). This early observation involved five teachers
This study purposed to investigate researching anxiety of pre-service teachers
that might want to explain why they are able to learn successfully in the
context of difference in program of study. There were 15 pre-service teachers
in M.Ed. program of teaching science and mathematics voluntary
participated. Learning Anxiety Questionnaire (LAQ) was employed their
anxiety towards learning through Google Form. The study revealed that preservice
teachers
had
anxiety
at
medium
level.
However,
some
of
item
present
they
had
different
level
of
anxiety.
The
effective
learning
for
decreasing
level
anxiety
needs
to
be
more
discussed.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Chokera_Influence of teacher characteristics on pupils academic perfomance i...GeoffreyKashindi1
This document discusses the purpose and objectives of a study on the influence of teacher characteristics on student academic performance in primary schools in Kenya. The study aims to examine how teacher attitudes, demographics, qualifications, and experience influence the performance of 7th and 8th grade students. It provides context on the development of education and teacher training in Kenya. It reviews literature showing that teacher attitudes can impact students through modeling behavior, reinforcement, and observational learning. Positive teacher attitudes that are conveyed through supportive behaviors can encourage students and improve their performance.
This document provides an overview of the concept of hidden curriculum and its role in schools. It defines hidden curriculum as the unintentional lessons learned by students through the routines, norms, and social interactions at school. The hidden curriculum can influence students' perspectives on issues like gender, social class, and culture. It then examines the role of hidden curriculum through school rituals and culture, celebrations of events and festivals, and rules and discipline. Specific school examples are provided for each area to illustrate how hidden curriculum shapes students' experiences and learning beyond the formal academic curriculum.
This document discusses a study that evaluated the effectiveness of the revised biology 5090 syllabus in Mwense District of Zambia. The study aimed to determine if learners were acquiring the intended knowledge, skills, and values due to factors like teacher quality, infrastructure, and community expectations. Data was collected through questionnaires, lesson observations, physical school inspections, and tests administered to grade 12 learners. The findings indicated that most learners were not fully prepared for further biology studies or careers due to shortcomings in teaching quality and resource availability. As a result, learners had not acquired the knowledge, skills, and values stated in the revised syllabus.
This research aims to describe: First, the application of character education in SMP Negeri 16 Makassar. Second, the impact of the application of character education the school in SMP Negeri 16 Makassar. This was a qualitative research employing the naturalistic approach, carried out in SMP Negeri 16 Makassar. The data were collected through observations in debt interview, and document. The research finding, the following conclusions are drawn: (1). The development of school culture to build character in SMP Negeri 16 Makassar, consisting of planning, application, supervision, and evaluation, runs well. The application of character education in SMP Negeri 16 Makassar runs well, supported by the school personal and school committee. (2). The impacts of character, among others, manifested in: caring cleanliness; religious service obedience; conformity to the rules; mutual respect politeness, and family like relationship; honesty and responsibility; togetherness; and all personal school, including teacher and staff participation.
Similar to Examination of pre-school teachers' opinions on mixed age groups in education (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
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Examination of pre-school teachers' opinions on mixed age groups in education
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 1, February 2023, pp. 16~26
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i1.20607 16
Journal homepage: http://edulearn.intelektual.org
Examination of pre-school teachers' opinions on mixed age
groups in education
Okan Sarigoz1
, Duygu Deveci2
1
Department of Curriculum and Instruction, Faculty of Education, Hatay Mustafa Kemal University, Hatay, Turkey
2
Mother Child Education Foundation, Istanbul, Turkey
Article Info ABSTRACT
Article history:
Received Jun 21, 2022
Revised Aug 27, 2022
Accepted Nov 26, 2022
This research was conducted in order to determine the opinions of preschool
teachers on eduation with a mixed age group in preschool education. In the
research, the case study method, one of the qualitative research methods,
was used in order to examine the opinions of the teachers in detail. The
study group of the research consists of 12 pre-school teachers who were
selected by the criterion sampling method, one of the purposive sampling
methods, working in the schools affiliated to the Ministry of National
Education in the Kirikhan District of Hatay Province and teaching in classes
of mixed age groups. The data of the research were obtained with a semi-
structured interview form applied to pre-school teachers. As a result of the
research, it was concluded that teaching in a mixed-age classroom gave
teachers different perspectives on experiences and events, and that teachers
had the most difficulty in preparing a joint education plan suitable for all age
levels. Furthermore, in the research, it was concluded that receiving
education with a mixed-age group supports the development of the students,
gives responsibility to the older students, reinforces their knowledge, and
gives exemplary behaviors to the younger students.
Keywords:
Mixed age classes
Mixed age group
Preschool
Preschool education
Preschool teacher
This is an open access article under the CC BY-SA license.
Corresponding Author:
Okan Sarigoz
Department of Curriculum and Instruction, Faculty of Education, Hatay Mustafa Kemal University
Tayfur Sökmen Campus (31060) Alahan-Antakya/Hatay, Turkey
Email: okan.sarigoz@gmail.com
1. INTRODUCTION
The life of human beings consists of processes that begin with birth and continue throughout life,
including combined cycles. The human being, who takes her/his place in life as a biological being that
contains certain inherited and physical features that are not available at the beginning and emerges
spontaneously, transforms into a psychological, biological and social being by including the features such as
growth, development and maturation in the process [1]–[3]. In this process, human also shapes her/his
transformation by making additions on the basic features that have already existed. It is known that in this
process, positive behaviors and basic characteristics that emerge in humans are systematically acquired, and
even the first cycle of change, coincides with the preschool period [4]–[6]. Therefore, pre-school education
is of great importance in overcoming the personal change cycle that occurs in the pre-school period in a
healthy way.
Pre-school education, which is an important part of education systems aiming to raise qualified
generations in line with the needs of societies, covers the education of all children in the 0-6 age range [7],
[8]. Although the needs of the country and society are the primary priorities in the education systems of
countries, the main priority in pre-school education is the needs of the child [9]–[11] Thus, while the
preschool education process is being designed and planned, the individual characteristics of the children are
2. J Edu & Learn ISSN: 2089-9823
Examination of pre-school teachers' opinions on mixed age groups in education (Okan Sarigoz)
17
taken into consideration as the main factor and the design processes are shaped according to the individual
characteristics of the children [12], [13]. Based on the understanding that the child is unique, this planned
process accepts that children have their own individual characteristics, and is also affected by various factors
such as maturation, development, growth and readiness level peculiar to the child [14], [15].
The level of development of a child is one of the primary factors that differentiate a child from other
children in preschool education [16], [17]. Development is a complex process that includes the concepts of
maturation, which includes the hereditary characteristics of the child, and growth, which includes the
quantitative advance of the child [18], [19]. During the preschool education period, children are expected to
show the developmental characteristics suitable for their age, and the preschool education program is planned
according to these expectations [20], [21]. For example, a 4-year-old child should be capable of holding the
pencil correctly, while a 6-year-old child should be capable of using the pencil efficiently [22]. For this
reason, in preschool education programs, each age group is considered separately according to its
characteristics. The values, concepts and achievements that should be given according to the characteristics
of each age group in the preschool education process are specially planned.
When we examine the pre-school education programs implemented throughout the world, it can
seen that the age groups in the education program are mostly categorized in 3 different ways as 36-48
months, 48-60 months and 60-72 months [23]–[25]. In the categorical framework created, self-care skills,
cognitive, social-emotional, motor and language development characteristics are determined according to
children, and separate instructions for each age group are included in the program according to the features of
the determined developmental areas [26], [27]. While these instructions consist of simple behaviors at the
beginning, they become more complex as the age level increases. Therefore, in pre-school education,
children are first provided with basic developmental features that will enable them to maintain their lives,
while social skills and values are provided in the future [28], [29]. However, if one examines the studies in
the literature, it can be seen that the education provided in the age group categorized in the pre-school period
is insufficient in revealing the social skills of children and creating value concepts [30], [31]. Researchers
have stated that such insufficiencies can only be eliminated in a mixed-age environment and with pre-school
education [32], [33].
It is very important to carry out joint activities with all age groups, to prepare the program of pre-
school education and to plan the process for the lessons taught with mixed age groups in pre-school [34]. In
pre-school education implemented with mixed age groups, it is aimed to boost the learning capability of
young children by observing and imitating behaviors of older children, while older children gain a sense of
responsibility and reinforce what they have learned while using teaching methods [35]. Thus, children in the
mixed age group develop their empathy skills faster [36]. In addition, children in mixed age groups learn to
share, respect each other's thoughts and behaviors and communicate more easily [37]. In some studies, it has
been concluded that individual characteristics can be neglected and it can be difficult to control the education
process when pre-school education is given to a group of children of different ages [38]–[40]. Considering all
these opinions and research results, pre-school education programs implemented in countries should be
developed in a way that is related to both categorized age groups and mixed age groups.
Today, pre-school education is designed as mixed age groups and non-mixed age groups and
education programs are shaped in this context. Although we are aware of the importance of continuing the
pre-school education process with children of their own age and other age groups, pre-school education is
generally provided in mixed age groups. Therefore, some problems arise regarding the acquisition processes
of the behaviors expected to emerge in children in pre-school education. Hence, it is very important to know
what the problems are with the mixed age group in the pre-school education. In this context, the problem
sentence of the research was determined as “what are the opinions of pre-school teachers on mixed-age
groups in pre-school education.” In addition, it was aimed to contribute to the research process by creating
sub-problem sentences in the research: i) What are the benefits for the teacher of teaching in a mixed age
group in pre-school education?; ii) What are the difficulties for the teacher of teaching in a mixed age group
in pre-school education?; iii) What are the benefits of studying in a mixed age class in pre-school education
for the student?; iv) What are the difficulties of studying in a mixed age group in pre-school education for the
student?; v) What are the benefits of the mixed age group to the learning process in pre-school education?;
vi) What are the difficulties of the mixed age group in the learning process in pre-school education?; and vii)
How should the educational environment be arranged in a classroom with mixed age groups in pre-school
education? The aim of this research is to determine the opinions of pre-school teachers about the education
they provide to mixed age group in pre-school and to determine the contributions and difficulties of the
education given to mixed age group in pre-school period to the teacher, student and learning process.
3. ISSN: 2089-9823
J Edu & Learn, Vol. 17, No. 1, February 2023: 16-26
18
2. RESEARCH METHOD
2.1. Research design
This research was carried out using the case study design, which is one of the qualitative research
methods, in which the data obtained from the views of preschool teachers about the problem situations
created by the researcher are "examined in detail and the themes related to the situation are described" [41].
Besides, during the interviews and meetings with the teachers in the research, the opinions of the teachers
about the mixed age group in pre-school education were recorded and analyzed later, and a case study design
was also used in the research in order to describe the subject in depth, based on both the interviews and the
analyzes made.
2.2. Study group
The study group of the research consists of 12 pre-school teachers working in schools affiliated to
the Ministry of National Education in Kirikhan district of Hatay province. While creating the study group in
the research, among all pre-school teachers, the study group was formed by selecting only the pre-school
teachers who teach mixed age group with the criterion sampling method, which is one of the purposeful
sampling methods. While forming the study group, a volunteer agreement was signed with the pre-school
teachers who would participate in the research within the framework of ethical rules. The names of the
teachers included in the study group were kept confidential during the study and the teachers were coded as
K1., K2., K3., K4., ..….. K12.
2.3. Collection of data
In the research, a semi-structured interview form was developed by the researcher and the research
data were collected with this form in order to determine the opinions of the teachers about the education with
mixed age group in pre-school education. While preparing the interview form, first of all, former researches
and related literature on the subject were examined. In addition, expert opinions were used for the semi-
structured interview form, which would be used as a data collection tool in the research. First of all, a draft
form was developed based on previous research and interviews with pre-school teachers, then the opinions of
3 assissant professor working on mixed age group in preschool education were received regarding the
questions in the form, and the interview form and the questions in the form were corrected according to the
feedback from the experts. Later, in order to eliminate the ambiguity regarding the questions, the questions in
the form were revised with the help of 2 assissant professor working in Turkish teaching, and the questions in
the form took their final form The semi-structured interview form created by the researcher was applied to
pre-school teachers, so that data on the education provided by preschool teachers with mixed age groups
were obtained. During the interviews with the teachers, the appropriate time period and the environment in
which each teacher would like to conduct the interview were determined, and the answers given by the
teachers to the interview questions during the interviews were recorded with a voice recorder. For the data
collection process in the research, each teacher was interviewed for an average of 45 minutes. During these
interviews, some teachers wanted to fill in the form developed for the research, and some teachers wanted a
voice recording. In accordance with the wishes of the teachers, the wishes of each teacher were fulfilled. It
took approximately 3 weeks to collect the research data.
2.4. Analysis of data
To analyze the data, firstly, audio data obtained from the participants related to the research
problems were transferred to the computer. The codes were created in detail by the researcher, two teachers
and two lecturers who are experts in the field of coding, using the content analysis method with the data
transferred to the computer. Among the created codes, some codes were combined in the same code by
reaching a consensus. The determined codes were also very effective in structuring the findings section of
the research.
3. RESULTS
3.1. Findings related to sub-problem
In the interviews with the teachers, it was understood that the teachers expressed various opinions
about the benefits of teaching in preschool with mixed age groups, such as providing peer education and
facilitating teaching. In order to make these more detailed, all the opinions of the teachers are shown in
Table 1.
4. J Edu & Learn ISSN: 2089-9823
Examination of pre-school teachers' opinions on mixed age groups in education (Okan Sarigoz)
19
Table 1. What are the benefits for the teacher of teaching in a mixed age group in pre-school education?
Code Participant Frequency
Providing peer education K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Facilitating teaching K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Gaining a rich perspective K1,K2,K3,K5,K7,K8,K10,K11 8
Accelerating the skill acquisition process K2,K4,K7,K8,K9,K11,K12 7
Gaining experience K2,K5,K7,K8,K10,K11 6
According to Table 1, it can be seen that preschool teachers define the benefits of teaching in a
mixed age group with five different codes as providing peer education, accelerating the skill acquisition
process, facilitating teaching, gaining experience and gaining a rich perspective. All of the teachers agreed
that teaching a mixed-age class was beneficial in providing peer education and facilitating teaching. In
addition, 8 teachers stated that teaching a mixed age group helped them gain a rich perspective, and seven
teachers stated that it was beneficial for them to accelerate the skill acquisition process. Six teachers stated
that giving education to a mixed age group helped them to gain experience. Furthermore, in the research, it
was concluded that the participants with the codes K2, K7, K8 and K11 expressed their opinions on all codes.
Some of the views of preschool teachers regarding this situation are:
“By implementing peer education in the mixed age group, the teacher can facilitate teaching by
ensuring that students in the older age group help students in the younger age group.” (K2)
“Working with different age groups in pre-school education, preparing the educational environment
according to them, gives teachers positive experience and enriches their perspective.” (K5)
“Sometimes events can get very complicated, but I'm trying to overcome it as much as I can, and I
think it's an experience.” (K7)
“Children are very good observers, they grasp everything instantly, they learn by observing their
friends, they also make an extra effort when older children finish.” (K8)
“In the process, they try to catch up with their friends, they learn not to give up. In fact, they learn
most of the things that I didn't teach them from their friends.” (K11)
3.2. Findings related to sub-problem
In the interviews with the teachers, it was understood that they expressed various opinions about the
difficulties of teaching in preschool with a mixed age group, such as the increase in the workload of the
teachers, and the long preparation process. In order to make these more detailed and easier to understand, all
the opinions of the teachers are shown in Table 2.
Table 2. What are the difficulties for the teacher of teaching in a mixed age group in pre-school education?
Code Participant Frequency
Difficulties in implementing a joint educational plan K1,K2,K3,K4,K5,K6,K7,K8 K9,K10,K11,K12 12
Inability to provide education appropriate to the level K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,
K11,K12
12
Inability to maintain order in the classroom K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,
K12
12
Increase in workload K1, K2,K3,K4,K5,K7,K9,K10,K11 9
Long preparation process K2,K5,K7,K8,K9,K10,K11,K12 8
In Table 2, all 12 teachers expressed their opinions about the difficulties in implementing a joint
educational plan, inability to provide education appropriate to the level, and inability to maintain order in the
classroom, and in this context, they stated that they had difficulty in teaching in a mixed age group in pre-
school education. In the research, nine teachers stated that teaching in a mixed age group in preschool
education increased the workload of the teacher, and eight teachers stated that teaching in a mixed age group
in preschool education requires a long preparation process. It is another remarkable point that more than 50%
of the teachers shared a common opinion regarding the difficulties of teaching in a mixed age group in pre-
school education for teachers. Some of the views of preschool teachers regarding this situation are:
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“As the mixed age group includes children from different age groups, we as teachers need a longer
preparation period.” (K1)
“Preschool teachers may find it difficult to find activities that are appropriate for the level of
children in the classroom because what may be difficult for some students may be simple for
others.” (K9)
“I have a hard time preparing a plan because children with different developmental characteristics
are together in a class. It is almost impossible to prepare a plan suitable for all of them.” (K10)
“I have a class of 4, 5 and 6 year olds, I think a lot about which level I will address.” (K11)
“I hand out the activities in the classroom, I make them do it silently, as soon as I turn my back, the
older children either throw pencils or scribble on the papers of the younger ones, unfortunately this
is a situation I often experience.” (K12)
3.3. Findings related to sub-problem
In the interviews with the teachers, it was determined that the teachers expressed various opinions
about the benefits of being educated in a pre-school class with a mixed age group, such as accelerating the
social absorption process and providing language development. In order to make these more detailed and
understandable, all the opinions of the teachers are shown in Table 3.
Table 3. What are the benefits of studying in a mixed age class in pre-school education for the student?
Code Participant Frequency
Accelerating the social acquisition process K1,K2,K3,K4,K5,K6,K7 K8,K9,K10,K11,K12 12
Accelerating the emotional acquisition process K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Providing language development K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Setting an example to young children K1,K2,K3,K4,K6,K8,K9,K10,K11,K12 10
Giving responsibility to older children K3,K5,K6,K7,K8,K9,K10,K11,K12 9
Reinforcing the knowledge of older children K3,K4,K5,K6,K7,K8,K10,K11,K12 9
Providing extensive learning opportunities K2, K5. K6, K9, K11, K12 7
According to Table 3, all of the teachers stated that getting education with mixed age group in pre-
school education is beneficial in accelerating the social acquisition process of the students, accelerating the
emotional acquisition process and providing language development. While 10 teachers stated that it is
beneficial to receive education with mixed age group in setting an example for younger children, nine
teachers said that older children develop a sense of responsibility towards younger children and reinforce
their knowledge. In addition, seven teachers coded as K2, K5, K6, K8, K9, K11 and K12 stated that receiving
education with a mixed age group provides students with extensive learning opportunities. Some of the views
of preschool teachers regarding this situation are:
“Mixed groups have a great influence on the social improvement of children, they learn how to talk
to children older or younger than themselves, and how to treat them.” (K1)
“They don't just stick to what I teach, they learn other things every day, especially from children
older than themselve.” (K4)
“There are young children of foreign nationality in my class, they immediately learned Turkish from
children who are Turkish, they showed great language development.” (K6)
“In a mixed-age classroom, children can have a wide variety of learning environment, even if the
younger ones do not start an activity, they can participate in the activity started by the older ones.”
(K8)
“Older children reinforce their knowledge while teaching the younger ones. It also supports the
language development of different groups.” (K11)
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3.4. Findings related to sub-problem
In the interviews with the teachers, it was determined that the teachers expressed various opinions
about the difficulties of getting education in a pre-school class with a mixed age group, such as lack of
growth, pressure from older children. In order to make these more detailed, all the opinions of the teachers
are shown in Table 4.
Table 4. What are the difficulties of studying in a mixed age group in pre-school education for the student?
Code Participant Frequency
Lack of maturity K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Lack of growth K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Pressure from older children K1,K3,K4,K5,K6,K8,K9,K10,K11,K12 10
Feeling inadequate of young children K2,K5,K6,K7,K8,K9,K10,K11,K12 9
Feelings of failure in young children K1,K2,K5,K6,K7,K9,K10,K11,K12 9
Reaction from older children K2,K3,K4,K5,K7,K8,K10,K12 8
Lack of self-confidence in young children K1,K2,K4,K6,K8,K10,K12 7
According to Table 4, it was determined that all of the teachers expressed their opinions that
physical inadequacies such as lack of maturity and lack of growth made it difficult to study in a mixed-age
class. Teachers participating in the research also noted that young children who study in a mixed-age class in
preschool education experience pressure and reaction from older children, and this situation causes a sense of
inability to achieve, lack of self-confidence in children and children see themselves as inadequate. Some of
the opinions of preschool teachers regarding this situation are:
“Mixed age groups may not be able to meet the needs of the individual, as the needs of each age
group are different from each other.” (K4)
“Since the needs and requirements of each age are different from each other, it can make education
difficult to provide separate education for everyone in mixed age groups. Older children are
developmentally ahead of younger children, so they naturally sometimes try to force younger ones
to do whatever they want.” (K6)
“Young children want to do the activities that I prepare for older children, but they cannot do it
because they are immature, which makes them feel inadequate.” (K7)
“Actually, it can be viewed from two different perspectives. In the joint activity, the older ones feel
that they can do it, while the younger ones think that they are not able to do it.” (K8)
“No matter how hard I try to prevent it, young children can be exposed to violence from older
children while playing games, in the toilet or in the park.” (K11)
3.5. Findings related to sub-problem
In the interviews with the teachers, it was understood that the teachers expressed various opinions
about the benefits of the mixed age group on the learning process, such as facilitating learning and producing
common solutions. In order to make these more detailed, all the opinions of the teachers are shown
in Table 5.
Table 5. What are the benefits of the mixed age group to the learning process in pre-school education?
Code Participant Frequency
Facilitating learning K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Enabling demonstration method K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Completing the activity with peer support K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Producing different ideas K1,K2,K3,K4,K5,K6,K7,K9,K11 9
Developing joint solutions K2,K4,K5,K7,K8,K10,K11,K12 8
When Table 5 was examined, it was concluded that the teachers stated the benefits of the mixed age
group in preschool education in five different ways as facilitating learning, enabling demonstration method,
completing the activity with peer support, producing different ideas, and developing joint solutions. Teachers
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reached a consensus on the benefits of mixed age groups in the learning process in pre-school education in
terms of facilitating learning, enabling demonstration method, completing the activity with peer support. In
addition, nine teachers stated that the mixed age group allowed different ideas to be produced during the
learning process in a mixed age group, and 8 teachers stated that the development of joint solution proposals
increased. Some of the opinions of preschool teachers regarding this situation are:
“In the mixed age group, the teacher provides the support of the older children to the younger ones,
ensuring that the activity is completed in a shorter time and more efficiently.” (K3)
“Children give different answers to my questions. There was even an incident like this. While the
younger one said it was a pity to the fact that the ant came out of the house and was very cold, the
older one replied, " The ant shouldn’t have gone out, then.” (K5)
“The fact that different children study in the same educational environment allows children to
perform activities by seeing a friend or getting help from him. So I can have the opportunity to take
care of children who are at a lower level.” (K7)
“I have a crowded classroom, I usually sit the high and the low-level children side by side so that
they can help each other.” (K9)
“Older children understand the activity I give more easily, while younger children can understand it
by looking at older ones, even if they don't understand me.” (K11)
3.6. Findings related to sub-problem
In the interviews with the teachers, it was understood that the teachers expressed various opinions
about the difficulties of the mixed age group in the learning process, such as not being able to finish the
activity on time, reluctance, and shyness. In order to make these more detailed, all the opinions of the
teachers are shown in Table 6.
Table 6. What are the difficulties of the mixed age group in the learning process in pre-school education?
Code Participant Frequency
Finishing the activity early K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Finishing the activity late K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Inability to provide quality co-education K2,K3,K4,K5,K6,K7,K8,K9,K10,K11 10
Lack of materials suitable for all age levels K1,K3,K4,K6,K7,K8,K9,K10,K11,K12 10
Reluctance K1,K3,K5,K7,K8,K9,K10,K11,K12 9
Shyness K2, K4, K5, K7, K8, K10, K11, K12 8
When Table 6 is analyzed, all of the teachers stated that in a mixed age group in preschool
education, the students finished the activity early or the students finished the activity late, and this situation
made the learning process difficult. In addition, 10 teachers stated that they could not provide quality
education during the learning process and that there were not enough materials suitable for all age levels in
their classrooms. Nine teachers stated that studying in a mixed age group caused reluctance during the
learning process, eight teachers also stated that it caused shyness. Some of the opinions of preschool teachers
regarding this situation are:
“We are not able to provide an appropriate education for every student. Co-teaching is not possible
under the conditions of my classroom.” (K2)
“The problems do not end, let's say that I planned the full activity by working together and this time
I can't find the material to match the age level of the activity. I live in the village and I do not have a
chance to buy materials whenever I want.” (K3)
“I generally prefer to divide the class into groups and give education according to age level.
Because the younger children complete the same activity in a very long time, there is an immediate
disorder among them, since the older children finish the activity in a shorter time.” (K9)
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“If the opportunities are limited, we may have difficulties as teachers in terms of finding materials.
Sometimes we cannot meet the needs of children and cannot provide efficient education.” (K10)
“The teacher may not find an activity suitable for the level of the children in the class. The same
activity may be easy for some students but difficult for others, in this case the student may feel bored
or do not want to do the activity.” (K12)
3.7. Findings related to sub-problem
In the interviews with the teachers, it was understood that the teachers expressed various opinions
about the educational environment in a mixed age group, such as an environment with multifunctional
materials, an education environment with a wide area. In order to make them more detailed, all the opinions
of the teachers are shown in Table 7.
Table 7. How should the educational environment be arranged in a classroom with mixed age groups in pre-
school education?
Code Participant Frequency
Environment with multifunctional materials K1,K2,K3,K4,K5,K6,K7,K8,K9,K10,K11,K12 12
Environment enriched with audio-visual equipment K1,K2,K3,K4,K5,K6,K7,K8,K9,K11,K12 11
Environment suitable for individual activities K1,K2,K4,K5,K6,K7,K8,K10,K11,K12 10
Environment that allows free movement K1,K2,K4,K5,K7,K9,K10,K11,K12 9
Spacious educational environment K1,K3,K4,K6,K8,K9,K11,K12 8
According to the table, the teachers expressed a common opinion that the educational environment
should have multifunctional materials in a mixed-age classroom. While 11 teachers expressed the
environment code enriched with visual and auditory equipment in a mixed age group classroom environment
in preschool education, 10 teachers expressed the environment code suitable for individual activities and nine
teachers expressed the environment code that allows free movement. In addition, it was determined that eight
teachers expressed their opinions on the educational environment code with a spacious educational
environment. Some of the opinions of preschool teachers regarding this situation are:
“The educational environment, in my opinion, should be arranged in such a way that it can appeal
to any age group and it should be at a level that meets the needs of each group.” (K2)
“It should be equipped with a lot of visual materials, first of all, there should be comfortable
environments with rich materials where children can develop their newly learned skills.” (K5)
“It should be a suitable environment where I can easily perform all activities in accordance with the
development of children.” (K7)
“The material is very important and it is one of the problems that I have experienced the most.
Materials must be provided in the classrooms.” (K9)
“We need classrooms equipped with visuals where children can move freely and produce their ideas
easily.” (K12)
4. DISCUSSION
From the results of the research, it is seen that the education with mixed age group in the pre-school
period has significant effects on the teacher, student and learning process. The teacher has the biggest share
in arranging the teaching to be carried out in a mixed-age classroom [42]. Despite this, teachers have
problems in preparing a plan for the teaching process in these classes. As a matter of fact, this situation has a
negative effect on students, and as Güder et al. [43], Kural and Ceylan [44] have stated, it can cause
behavioral problems to arise. Therefore, it does not seem possible for the quality of education given in a
classroom where students with behavioral problems to rise above the specified standards.
In the research, it is noteworthy that teachers have a dilemma of opinion against the way of teaching
with mixed age. Accordingly, even if the results of the research show that the cognitive, social and language
development of the students studying in a mixed age group is faster, it is likely that the students who are
exposed to peer bullying will experience negativities in their development processes [45], [46]. However, it
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should not be ignored that not all peer communication results in bullying, and the contribution of peer
support to teachers and students in this process [47]–[50]. With this research, it can be seen that the quality of
the plans prepared, the knowledge and skills of the teachers, the behavior patterns of the students and the
quality of the teaching environment are the most important factors affecting the education done with the
mixed age group in preschool education. It is important to determine the factors stated and to determine their
effects on education with mixed age groups, in terms of being a guide for researchers and educators.
5. CONCLUSION
In the research, it has been determined that teaching in a mixed age group in preschool education
provides benefits to the teacher in facilitating the learning process, providing a rich perspective and gaining
experience. It has been determined that teachers have difficulties in preparing education plans and in the
preliminary preparation process, and that they cannot provide appropriate education for all levels. In addition,
it has been determined that these situations negatively affect the psychological health of teachers.
In this research, it was concluded that the students studying in a mixed-age classroom were
supported in all areas of development and gained responsibility, cooperation and adaptability. Another result
is that students experience lack of self-confidence, low motivation and failure while studying in a mixed age
group. It was also revealed that students were frequently exposed to peer bullying. Finally, in the research, it
was concluded that the education environment in a mixed age group should have a wide, functional and
original design.
The age factor should be taken into consideration while giving education in a mixed age group in
the pre-school period, and teaching should be carried out by taking into account the developmental
characteristics of the children. For this purpose, different education plans should be prepared together and
age-specific in accordance with the age range of the children included in the education, and these plans
should be used alternately in educational environments designed as productive, functional and multi-purpose.
In these educational environments, tactile, auditory and visual materials can be developed and used. In this
context, supportive and entertaining additional activities can be prepared for both the older and younger age
groups. Children in the older age group should also be provided with adequate peer support. Suggestions can
be made for researchers who will work on this subject to take the opinions of other stakeholders such as
school administrators and parents about such classes and to conduct research in such classes through
"observation and action". This research, which was carried out at the pre-school education level, may
contribute to the literature if it is carried out at other education levels.
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11. ISSN: 2089-9823
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BIOGRAPHIES OF AUTHORS
Okan Sarigoz worked as a principal and teacher in schools affiliated to the
Ministry of National Education. The author, who graduated from Inonu University with a
master's degree and a doctorate from the Near East University, is still working as an associate
professor in Hatay Mustafa Kemal University, Faculty of Education, Department of
Educational Sciences, Department of Curriculum and Instruction. The author teaches courses
at the undergraduate and graduate level. He can be contacted via e-mail:
okan.sarigoz@gmail.com.
Duygu Deveci graduated from Kilis 7 Aralik University, Department of Preschool
Education in 2016. In 2017, she started working as a preschool teacher at the Ministry of
Education. She has been in this position for 5 years. She worked as a volunteer educator in
many educational institutions and foundations. Currently, she is a volunteer educator at the
Mother Child Education Foundation in Turkey. She started his higher education at the
Department of Educational Programs and Education in Hatay Mustafa Kemal University. She
still continues her education at Hatay Mustafa Kemal University. She completed her drama
leader training in 2022. She works as a drama leader in educational institutions. She can be
contacted via e-mail: duygu.deveci93@gmail.com.