This study aims at identifying the role played by school administrators' and curricula in promoting intellectual security of students. To achieve this purpose, the researchers adopted the descriptive approach. Data were gathered and analyzed by using a questionnaire that determines the role of school administrations and curricula in the promotion of intellectual security. The questionnaire includes two sections: first; the respondents' profile information, second; sixteen 5-point Likert-type questions. The study sample consisted of 27 male and 14 male. The data obtained from the questionnaire show that school administrators', extracurricular activities, and curricula had a statistically significant effect on promoting intellectual security of students respectively. For this research study, results, along with practical implications and recommended future research directions were discussed.
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
The study focused on finding out the psychological disposition of university student teachers on the functional capacity of the educational system in Nigeria and its impact on national development. The research design employed was survey method. Three hypothesis were raised and tested at 0.05 alpha level of significance. The population of the study includes all the 200 level students’ teachers of Ahmadu Bello
University Zaria and Othman Danfodio University Sokoto which is made up 2,058 students. 200 participants were selected for the study using simple random sampling model. Instrument used for the study was a self - developed questionnaire. Correlational analysis was employed in analyzing the data collected.
The study revealed from all indications that there is a significant relationship between student teachers psychological disposition and functional education in Nigeria. Students’ perception positively correlated with functional education. Attitude was found to positively relate with functional education. By implication, the system demands more proactive practical approach in order to make it more functional so as to fit into the current global trend in education. The recommendation is that the functional level of Nigerian
education should be increased.
Quality Assurance and Acreditation in Religious Higher Education:Indonesian C...inventionjournals
This study aims at examining whether the Higher Religious Education (Perguruan Tinggi Keagamaan/PTK) as an educational sub-system in Indonesia has implemented a quality assurance system. Practically, the quality control system in the Higher Religious Education illustrates that its units have udertaken synergic and systematic performance and have completed it according to the agreed standards. In addition, they have implemented and have continuously assessed the quality indicators, and have used the results of the assessment to the quality standards as basis for policy making. In the meantime, the Religious Higher Education management has undergone proper quality management which is implemented as it should be and has become a culture. According to the study of documents, accreditation data, and the Higher Education Database (PDDIKTI), the study shows that most Religious Higher Educations have applied a good quality assurance system and have made quality control as a culture. Similarly, they have realized that the accreditation is important for the reputation of their Higher Education itself and their study programs. They have even regarded accreditation as a way to give a guarantee on their services in the terms of educational systems to students and community. Overall, the increasing awareness of quality among Higher Educations and Religious Higher Educations in Indonesia has not only started achieving national standards for Higher Education, but has also begun adopting international standards as given opportunity by the state (Indonesia).
The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
Curriculum Content and the Issue of Relevance in the 21st Century ClassroomSubmissionResearchpa
The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities. by Marilyn U. Ochoma 2020. Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3, 9 (Sep. 2020), 158-164. DOI:https://doi.org/10.31149/ijie.v3i9.611. https://journals.researchparks.org/index.php/IJIE/article/view/611/584 https://journals.researchparks.org/index.php/IJIE/article/view/611
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
The study focused on finding out the psychological disposition of university student teachers on the functional capacity of the educational system in Nigeria and its impact on national development. The research design employed was survey method. Three hypothesis were raised and tested at 0.05 alpha level of significance. The population of the study includes all the 200 level students’ teachers of Ahmadu Bello
University Zaria and Othman Danfodio University Sokoto which is made up 2,058 students. 200 participants were selected for the study using simple random sampling model. Instrument used for the study was a self - developed questionnaire. Correlational analysis was employed in analyzing the data collected.
The study revealed from all indications that there is a significant relationship between student teachers psychological disposition and functional education in Nigeria. Students’ perception positively correlated with functional education. Attitude was found to positively relate with functional education. By implication, the system demands more proactive practical approach in order to make it more functional so as to fit into the current global trend in education. The recommendation is that the functional level of Nigerian
education should be increased.
Quality Assurance and Acreditation in Religious Higher Education:Indonesian C...inventionjournals
This study aims at examining whether the Higher Religious Education (Perguruan Tinggi Keagamaan/PTK) as an educational sub-system in Indonesia has implemented a quality assurance system. Practically, the quality control system in the Higher Religious Education illustrates that its units have udertaken synergic and systematic performance and have completed it according to the agreed standards. In addition, they have implemented and have continuously assessed the quality indicators, and have used the results of the assessment to the quality standards as basis for policy making. In the meantime, the Religious Higher Education management has undergone proper quality management which is implemented as it should be and has become a culture. According to the study of documents, accreditation data, and the Higher Education Database (PDDIKTI), the study shows that most Religious Higher Educations have applied a good quality assurance system and have made quality control as a culture. Similarly, they have realized that the accreditation is important for the reputation of their Higher Education itself and their study programs. They have even regarded accreditation as a way to give a guarantee on their services in the terms of educational systems to students and community. Overall, the increasing awareness of quality among Higher Educations and Religious Higher Educations in Indonesia has not only started achieving national standards for Higher Education, but has also begun adopting international standards as given opportunity by the state (Indonesia).
The character education development through hidden curriculum at disasterprone schools possesses its own uniqueness with challenging complexity level. Amazing character education values should clash with appalling natural phenomenon. The objective of this research is to describe the character development through hidden curriculum in the volcanology disaster-prone area of Merapi mountain. This research was conducted on July-December 2017. Qualitative approach is utilized in this research. The data collection technique is performed using participants’ observation, indepth interview, and documentation. The data analysis technique is performed descriptively, interpretatively and comparatively. The result of research indicates that (1) Muhammadyah Pakem Elementary School implements hidden curriculum related to character development, (2) The Hidden Curriculum is designed to develop character and instill disaster element because it is located in disaster-prone area, (3) the implementation of hidden curriculum concerning the disaster elements at school is able to provide knowledge and skill in early age related to disaster management to reduce the numbers of victims when the disaster occurs.
Curriculum Content and the Issue of Relevance in the 21st Century ClassroomSubmissionResearchpa
The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities. by Marilyn U. Ochoma 2020. Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3, 9 (Sep. 2020), 158-164. DOI:https://doi.org/10.31149/ijie.v3i9.611. https://journals.researchparks.org/index.php/IJIE/article/view/611/584 https://journals.researchparks.org/index.php/IJIE/article/view/611
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The purpose of this research in general is to describe the implementation of special
education and gifted children through an accelerated program at MAN 1 Medan, North Sumatra. The
specific objectives are to describe some aspects regarding the implementation of accelerated classes
are: 1) The mastery of theoretical and practical aspects implementing by educators. 2) curriculum
and the learning process. 3) Learners and underlying measurement. 4) Educational facilities, 5).
Educators and their qualifications. This research conducted with descriptive quantitative and
qualitative approach. Subject of this research were students at accelerated class at MAN 1 Medan,
while informants are principal, teachers and staffs. Based on the data analysis, revealed that accelerated class have been implemented and organized well.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
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.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The purpose of this research in general is to describe the implementation of special
education and gifted children through an accelerated program at MAN 1 Medan, North Sumatra. The
specific objectives are to describe some aspects regarding the implementation of accelerated classes
are: 1) The mastery of theoretical and practical aspects implementing by educators. 2) curriculum
and the learning process. 3) Learners and underlying measurement. 4) Educational facilities, 5).
Educators and their qualifications. This research conducted with descriptive quantitative and
qualitative approach. Subject of this research were students at accelerated class at MAN 1 Medan,
while informants are principal, teachers and staffs. Based on the data analysis, revealed that accelerated class have been implemented and organized well.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
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.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
The aim of this study is to develop a mixed school safety scale by reviewing the approaches in the literature. The literature review has resulted in a 44-item pool for the scale. This initial scale has been evaluated by ten faculty members of Faculty of Education in terms of content validity and language. Pilot scheme has been applied to 257 primary school teachers in Uşak provincial center. Following item analysis, 28 items with low factor load have been dismissed, leaving 16 items in the scale. The scale is a 4- point Likert scale and all items consist of positive judgement. The scale has then been reapplied to 400 teachers in Uşak provincial center, while 320 of them have been evaluated. The reliability of the scale has been provided by item analysis, Cronbach’s Alpha internal validity coefficient and split half test reliability. The structural validity of the scale has been tested by exploratory and confirmatory factor analyses respectively. Following exploratory and confirmatory factor analysis, two more items have been dismissed and the scale has been finalized with 14 items. Final scale has been seen to have an acceptable level of goodness of fit value. The scale items consist of two dimensions as police model and school climate, covering the safety models present in the literature.
Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
In School Activities and Scholastic Performance of the College Council Office...ijtsrd
College Student Councils are the forefront of student government that helps institutions on matters related to students' development. The purpose of this study was to describe the in school activities and scholastic performance of the college student council officers in the University of Eastern Philippines. It covered 57 academically outstanding student leaders who also held key and minor positions in the campus based and external organizations and have involved their selves in general and specific in school activities. Data retrieved served as the baseline data for inputs as regards policy formulation. Majority of the respondents held the major positions in the college student councils, members of college based organizations, and officers in various local clubs organizations outstanding in their scholastic performance and much involved in general in school activities and very much involved in specific in school activities. Leah A. de Asis | Brenfred N. Romero "In-School Activities and Scholastic Performance of the College Council Officers in the University of Eastern Philippines: Inputs for Policy Formulation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29327.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29327/in-school-activities-and-scholastic-performance-of-the-college-council-officers-in-the-university-of-eastern-philippines-inputs-for-policy-formulation/leah-a-de-asis
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
Factors & Forces Influencing on Curriculum Development.pptxSobiaAlvi
Outline
1. Factors influencing on curriculum Development
What is Curriculum?
Definitions of Curriculum
Curriculum Development
Factors affecting curriculum Development
2. Forces influencing curriculum development
Forces Influencing Curriculum Development
Internal Forces
External Forces
References
Factors Affecting Learning Islamic Science in Developing CountriesAI Publications
The main objective of Islamic religious education in Kurdistan schools is to inculcate Islamic teachings and values in Muslim students. However, recent studies indicate that students had interest to learn the subject. In response to this phenomenon, this study was carried out to identify the factors that affect students’ interest in learning Islamic education in schools in Kurdistan. The concern of this study is to identify the factors that influence students’ interest in learning Islamic education. Based on the findings, students’ interest in learning Islamic education was influenced by five major factors; i.e. age, gender, background education, previous experience and family role. All factors are interrelated whereby an initial interest in any individual can be developed or deepened by situational interest that provides meaningful learning experience for each student.
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.
Education Systems At Global Education Landscape: Top 9 Similarities And Diffe...Future Education Magazine
Similarities in education systems: 1. Core Subjects and Curriculum 2. Formal Structure 3. Certified Teachers Differences in education systems: 1. Philosophical Approach 2. Grading Systems 3. Length of School Year and School Days
Similar to The Role of School Administrations and Educational Curricula in Promoting the Intellectual Security of Students (20)
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.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
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2. EduLearn ISSN: 2089-9823
The Role of School Administrations and Educational Curricula in Promoting… (Mariam Abdullah Ahmad)
85
Security includes all matters related to individual's memory, such as values, culture, and moral
principles that he received. Also, it includes the protection of all his rights related to freedom of choice and
freedom of acting provided that this freedom does not violate or conflict with the rights of others; as well as
the human’s right in maintaining the intellectual security [3]. Intellectual security is the integrity of thought's
deviation and out of moderation in an understanding of religious, political and social issues that lead to the
preservation of public order and community's stability. On the other hand, providing students with
opportunities to practice the extracurricular activities like holding seminars and hosting those concerned with
the intellectual deviation will promote the concept of their intellectual security.
This paper is structured as follows; section 2 provides literature review and hypotheses
development. Section 3, presents the methodology of the research. Section 4 presents the data analysis and
findings. Section 5 offers a conclusion around the research findings. Section 6 provides implications,
limitations, and recommendations for Further Studies.
1.2. Problem Statement
In the light of the modern administrative models based on the participation and integration
principles between educational institutions and local community, we must emphasize the role of school
administrations and educational curricula in promoting community security of all kinds, and specifically
intellectual security which will be examined in the current study. And in view of what our region and the
world are facing on security level of violent wars and terrorism in addition to human and material losses
accordingly.
For promoting the intellectual security between students and prevention of intellectual deviation and
drift in misguided thoughts, modern school administrative models of appropriate quality and developed
educational curricula and well planned extracurricular activities plays an important role in this area.
Therefore, addressing the intellectual security issues became an important material in scientific research
because of it plays an important role in achieving the economic and social security which represents the
cornerstone of integrity and unity of society components. All this and others led to the confirmation that there
is a research problem that summarized in the following main research question: what is the role of school
administrations and educational curricula in promoting the intellectual security of students?
1.3. Purpose
The researcher seeks to examine the role of curricula in promoting intellectual security between
students from the point view of school administration.
1.4. Specific Research Objectives and Questions
This paper has three specific objectives; First, to explore the effect of schools' administrations in
promoting intellectual security between students; Second, to examine the impact of educational curricula in
promoting intellectual security between students; the third, to investigate the impact of extracurricular
activities in promoting intellectual security between students. In line with those objectives, the following
three research questions were addressed. First, do schools' administrations affect intellectual security?
Second, do educational curricula affect intellectual security; and third, do extracurricular activities affect
intellectual security?
1.5. Definition of terms
1.5.1. School Administrations:
A system composed of school director and his assistants, administrators, and teachers, each
according to his responsibilities, tasks, and the requirements of his function that working in a team spirit,
cooperation and advice for the success of the entire educational process.
1.5.2. Intellectual Security for Student:
Intellectual security for student is the integrity of the student's mind and behavior from any
intellectual deviation in beliefs and in his perceptions towards the different aspects of life.
1.5.3. Educational Curriculum
Curriculum refers to the means and materials with which students will interact for the purpose of
achieving identified educational outcomes. Educational curricula have a great role in deepening the concepts
of intellectual security among students and promoting a culture of tolerance and combating terrorism in all
forms.
3. ISSN: 2089-9823
EduLearn Vol. 12, No. 1, February 2018 : 84 – 90
86
2. LITERATURE REVIEW AND HYPOTHESES DEVELOPMENT
The importance of school administration in promoting intellectual security stems from for two facts:
first, those who run these institutions are the intellects of the nation, and they must meet good qualities;
second, the school includes all segments of society of all ages [4]. School administrations have an important
role in promoting intellectual security aspects through its educational curricula; many extracurricular
activities; deepening the dialogue and openness between the educational and security institutions [5].
A study of Tomlinson (2006), he pointed out the interest of the educational institutions in
strengthening intellectual security principles by integrating ethical and cultural values in the educational
curriculum in the USA;also he concluded that the school and the teacher lead a major role in promoting the
intellectual security between students through their efforts in spreading the concepts of values and ethics and
culture, which are of the educational foundations upon which the curriculum is based [3].
The educational foundations that contribute to enhancing the intellectual security to students require
the establishment of precise controls (scientific and personal) for the selection of educational supervisors,
consultants, principals and their agents, and evaluating the performance of teachers in the field of achieving
intellectual security effectively and to address any imbalance. It also requires a review of the available
scientific curricula which calls for extremism for their evolution and the provision of appropriate scientific
references to address the intellectual, procedural and behavioral deviations to be accessible to students and
teachers as well. In addition to linking educational curricula to the real life and the problems of contemporary
intellectual society, and use of some courses and educational activities to illustrate the seriousness of
intellectual deviation to immunize students in the face of it [6].
Study of Tomlinson (2006) pointed to the interest of educational institutions in promoting the
principles of intellectual security by integrating ethical and cultural values in educational curricula in
America.The study used the analytical method by mentioning a number of studies related to the subject. The
study concluded that school and the teacher play a key role in enhancing intellectual security among the
students through their efforts in spreading the concepts of values, ethics, and cultures, which are the
educational foundations on which the curriculum is, based [7]
Nakpodia, 2010, examined the importance of strengthening the cultural foundations in the
curriculum as a means of developing intellectual security and promoting it among students. The study also
aimed to explain the meaning of the culture and its types; the development of the curriculum; the effect of
culture on children's learning and enhance the concept of intellectual security. It has been shown that culture
must be the basis of the educational process underlying modernization of the curriculum [6].
In general, there are a number of procedures that can be taken by educational institutions for the
contribution in achieving intellectual security such as continuing the process of students’ socialization in
order to refine their personality and to ensure their familiarity with the surroundings; making the student
familiar with his social duties as education is not only an informative but also a social and humanitarian
process [1]; expanding the circle of human relations and interacting with various community groups; linking
students to the culture prevailing in the community and introducing them to the heritage of their nation, as
well as spreading the spirit of innovation and creativity in response to cultural developments and changes; the
integration of educational efforts between home, school, and community; examining social behavior and
lifestyles and introducing them to students to become useful members in the society and to ensure they do not
fall in the circle of deviance [6]; Training students on discipline and good disposition; the ability to
understand the surrounding circumstances, and how to deal with it properly; linking educational activities
with the community efforts [8].
Khoraif (2006) addressed the role of the assistant school principals in achieving intellectual security
among the students. He aimed at identifying the means and procedures taken by the school administration for
achieving intellectual security. The study showed that there is a great importance of attending seminars and
workshops in order to promote the intellectual security of the students; and that there is a great significance
of the extracurricular activities programs in the promotion of intellectual security [9].
Al-Reb’i (2009) examined the role of the curriculum in promoting the intellectual security among
university students in the Kingdom of Saudi Arabia. The study aimed to show the importance of the
educational institutions in general and the curriculum in particular, in the formation of the individual's
personality. Also, the study determined the roles of the school curriculums in explaining, straightening and
strengthening the intellectual security concepts among students. The results showed that the role of the
curriculum in enhancing intellectual security was moderate; and that the courses that provide the most
concepts and information related to intellectual security are those in Education of Islamic Culture [10].
2.1. Research Model and Hypotheses
The research proposes an integrated model to examine the relationships between the constructs of
this research, namely: school administrations (SAs), educational curriculum (EC), extracurricular activities
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(EAs), and intellectual security (IS). The theoretical model used in the current study is presented in Figure 3
(which represents a causal relationship schema). In this figure, the boxes represent the constructs which were
measured by a set of item; the arrows represent the hypotheses 1 to 3 as mentioned below, and the ‘+’ sign
besides the hypotheses indicates the expected influence to be positive.
Figure 1. Proposed research model
In accordance with the previously stated objectives and consistent with related literature, the
following hypotheses were proposed by the researchers of this research study based on the above research
model.
Hypothesis One (H1): Schools' administration has a significant effect on promoting intellectual security.
Hypothesis Two (H2): An educational curriculum has a significant effect on promoting intellectual security.
Hypothesis Three (H3): Extracurricular activities have a significant effect on promoting intellectual security.
3. METHODOLOGY
3.1. Method
Due to the nature of this study, the descriptive method was utilized. Based on the theoretical
literature and the previous studies, this research study used a questionnaire as a research tool was designed to
achieve the study purpose. The questionnaire included three demographic questions, sixteen 5-point Likert-
type questions. The format of the 5-point Likert-type item used by the researchers was: 1-Strongly disagree,
2-Disagree, 3-Neutral, 4-Agree, and 5-Strongly agree. The questionnaire was distributed to the study sample;
then, the data was analyzed using a software program SPSS.
3.2. Population and Sample
The study population included all secondary school in the south-west education department in
Jeddah city including four high schools. Forty-one participants were selected using the stratified random
sample. Table 1 shows the distribution of the sample according to the preliminary data. The paper version of
the questionnaires were handed to and collected from the participants by group of researchers.
Table. 1 Summary of Respondents’ Profile
Demographic Frequency (n=41) Percentage (%)
Gender
Male
Female
27
14
65.854
34.146
Academic level
Bachelor
Master Degree
Doctorate degree
24
13
04
58.537
31.707
09.756
Job description
Manager
Teacher
Physiological guide
09
35
07
21.951
60.976
17.073
Total 41 100 %
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Table 1 shows the respondents’ demographic profile frequency and percentage. Among respondents,
65.854 % (27) were male and 34.146 % (14) were female. Moreover, majority of them were teachers.
4. DATA ANALYSIS
4.1. Reliability Analysis
To evaluate internal consistency and reliability of variables in this study, a Cronbach’s alpha
reliability analysis was conducted. A Cronbach’s alpha value of greater than 0.7 is considered an acceptable
reliability level [11] .All Cronbach’s alpha values in this study were above 0.7, which demonstrated a high
internal consistency and reliability. Table 2 shows the Cronbach’s Alpha values for the internal reliability
testing.
Table2. Constructs and Reliability Tests
Constructs Items in Scale Cronbach's Alpha
Schools' administration
Educational curriculum
Extracurricular activities
Intellectual security
4
4
4
4
0.893
0.735
0.881
0.856
4.2. Factor Analysis
Factor analysis was utilized to examine the construct validity of four factors: schools'
administration; educational curriculum; extracurricular activities; intellectual security. Four statements were
included in the questionnaire to measure each factor. A factor analysis score greater than 0.6 is considered a
good level of questionnaire validity (Chesney, 2006). All of the factor analysis scores in this questionnaire
were greater than 0.6, which showed a good validity and reliability of the survey. Table 3 displays the results
of the factor analysis.
Table 3. Results of the Factor Analysis
Items 1 2 3 4
SA1
SA2
SA3
SA4
0.71
0.87
0.61
0.78
EC1
EC2
EC3
EC4
0.86
0.89
0.91
0.84
EA1
EA2
EA3
EA4
0.85
0.86
0.80
0.84
IS1
IS2
IS3
IS4
0.85
0.83
0.87
0.87
Note. SA=School Administration; EC=Educational curricula; EA=Extracurricular Activities; IS=Intellectual Security
4.3. Regression Results
Linear regression analysis was conducted to test the hypotheses. Linear regression result for
hypothesis one (H1)" Schools' administration has a significant effect on promoting intellectual security", in
which schools' administration was used as an independent variable, and intellectual security was used as
dependent variable. As shown in Table 4, hypothesis one (H1) failed to be rejected with (β=0.678 and p <
0.001), therefore, schools' administration has a significant effect on intellectual security.
Table 4. Linear Regression Result for Hypothesis One
β P t R
School Administration 0.678 < 0.001 5.579 0.456
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Linear regression result for hypothesis two (H2)" An educational curriculum has a significant effect
on promoting intellectual security", in which educational curriculum was used as an independent variable,
and intellectual security was used as dependent variable. The regression results in table 5 indicated that
educational curriculum have a significant effect on promoting intellectual security with (β=0.593 and p
<0.001), therefore, hypotheses two (H2) failed to be rejected.
Table 5. Linear Regression Result for Hypothesis Two
β P t R
Educational curriculum 0.593 < 0.001 4.657 0.351
Similarly, Hypothesis three (H3) "extracurricular activities have a significant effect on promoting
intellectual security", were tested by linear regression analyses with extracurricular activities as independent
variable, and intellectual security as a dependent variable. The regression results in Table 6 indicated that
extracurricular have a significant effect on intellectual security with (β=0.849 and p <0.001), therefore,
hypothesis three (H3) failed to be rejected.
Table 6: Linear Regression Result for Hypothesis Three
β P t R
Extracurricular activities 0.593 < 0.001 4.657 0.351
5. CONCLUSION
Authors concluded this study by answering the research questions with proper and relevant
information findings. First research question: do schools' administrations affect intellectual security?
.Findings indicating that school administrations increase the intellectual security level between students and
indirectly encourage encourageteach6ersandp students. The results of this study indicate that school
administrations had a statistically significant effect on promoting the intellectual security of students. This
confirms the relevant hypothesis and answers the second research question. This finding is consistent with
previous research indicating the role of schools' administrations on influencing intellectual security of
students' [1], [2].
Second research question: do educational curricula affect intellectual security? .The results of data
analysis reveal that educational curricula supported by schools' administrations and teachers significantly
impacts intellectual security of students. When students are encouraged to understand the importance of
security by their administrators and teachers, along with developed curriculum, they are, of course, more
likely to practice these concepts towards peers, families, and society as a whole. This answers the second
research question and confirms the relevant hypothesis, as well supported by many previous studies
indicating the role of educational curricula on influencing intellectual security of students' [1], [2], [9].
Third research question: do extracurricular activities affect intellectual security? Data analysis
shows that extracurricular activities have more effect than educational curricula on intellectual .Accordingly,
concentrating on the extracurricular activities in and outside of schools will promote intellectual security
between students and has a positive and significant effect. This result is supported by many previous studies
on the same subject [2], [6]. In conclusion, this research study found that proposed factors affecting
intellectual security of students.
6. IMPLICATIONS, LIMITATIONS, AND RECOMMENDATIONS FOR FURTHER STUDIES
So as to achieve the principle of originality and contemporary together, educational institutions
especially school is responsible for building the personality of individuals and refining them in accordance
with social and moral values through the development of planned plans and programs to instil intellectual
security in the minds of students within the vocabulary of the selected curriculum. In addition, intellectual
security encourages students to love and loyalty to their homeland and deepens the sense of belonging and
preserves the heritage and values of civilization, as well as maintains its capabilities and properties. This
study is a response to the most prominent problems in our region, which needs to clarify the reality of the
concepts of intellectual security and analysis of its dimensions and how to achieve in accordance with our
culture as an approach to enhance the role of the school administrators, educational curricula in promoting
intellectual security of students.
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One of the most important theoretical implications of this research study is that it conducted in light
of the events of violence, unrest, and Arab revolutions and the accompanying vibration of values and ideas
and the absence of intellectual security. The need for the educational field, especially in the Arab region for
such types of studies in light of the repercussions of globalization and weak identity, and the emergence of
deviant ideas. Furthermore, this study is concerned with the issues of education and curricula, especially
school and university teachers and their role in contributing to the achievement of intellectual security which
in turn is reflected in the community security as a whole.
We must acknowledge that there are some limitations in this research study. We must acknowledge
that there are some limitations in this research study. First, the sample size is relatively small, which may
restrict this study from reaching convincing results, particularly from a quantitative analysis viewpoint, and,
therefore, cannot be generalized. Second, the research study did not specify which educational curricula that
directly affect intellectual security. Third, also, this research study did not consider other important aspects
that affect intellectual security such as family education, poverty, family problems, and educational media.
What follows are several recommendations for future studies to deal with the limitations.
Future researchers are suggested to set a larger sample size of respondents in order to acquire more
reliable information and ensure generalizability of the findings. Second, additional suggested research area in
this regard such as: the role of religion teacher in enhancing intellectual security; obstacles to fulfilling the
intellectual security in high schools. Additional dimensions for independent variables can be added into the
research model for the purpose of identifying the other dominant factors that affect intellectual security such
as family education, poverty, Problems between parents, and educational media.
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