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p-Index From 2019 - 2024
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All Journal International Journal of Learning Reformation in Elementary Education Journal of Pedagogy and Education Science Jurnal Genesis Indonesia Buletin Edukasi Indonesia
Nhelbourne K. Mohammad
Shaanxi Normal University
Religion Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
Analysis of Implementing K-12 Program on Teachers' Pedagogical Approaches and Their Challenges Nhelbourne K. Mohammad; Ma Hongliang; Dwi Sulisworo
Journal of Pedagogy and Education Science Vol 2 No 03 (2023): Forthcoming Issue - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v2i03.317

Abstract

The Philippines is the only country in Asia, and one of only three countries worldwide, with 10-year pre-university cycle curricula, and its implementation was unstoppable due to global competency demand. However, it has many challenges during the pre-implementation phase due to inadequate school facilities and needing more teachers. Thus, the study aimed to analyse the pedagogical approaches and challenges among teachers in implementing the K-12 curriculum by utilising a descriptive analysis. The design is a fact-finding study with an adequate and precise analysis of the findings. The results of this study, teachers in public schools still need to be fully equipped with pedagogical approaches in teaching K-12 curriculum. Teachers still need to capacitate this new trend in the educational system. The study is plotting to benefit and contribute to those involved in this educational system.
Social and Cultural Development: Promoting Awareness Towards Inclusive Education Hazel Cres D. Rendon; Jonabee M. Gutierrez; Michelle E. Dangcalan; Anna May G. Eriman; Marife Z. Caabas; Edna E. Villar; Nhelbourne K. Mohammad
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): Forthcoming Issue - International Journal of Learning Reformation in Elementar
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v2i03.440

Abstract

This article aims to promote awareness of inclusive education. Education is every learner’s right, not a privilege. Inclusive education promotes equitable and quality education for everyone, all without being excluded, mainly for those with potential learning needs. It also enhances the awareness about the rights of every learner with a disability or difficulty accessing the same education services. It is shown that from the point of view of different educational researchers, a significant tool for promoting the awareness of inclusive education is the orientation from the school management or educational system on all of its subordinates discussing the scope of the curriculum and adequate dissemination of information regarding different strategies that are applicable in diverse learners. It is also revealed that the significance of inclusive education is a school that focuses on having an integrative, innovative, career-oriented, and harmonious teaching-learning process. It is shown that building relationships between the teachers and the learners is an essential psychological, social, mental, and emotional aspect of inclusive classes. Lastly, inclusive education significantly requires the involvement and support from the parents of learning disabilities children at all levels.
Integrating Science Learning in Indonesian Curriculum: A Case Study at a Junior High School Nhelbourne K. Mohammad; Ariyanti Dianita; Akrim
Journal of Pedagogy and Education Science Vol 3 No 01 (2024): Forthcoming Issue - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v3i01.363

Abstract

The 2013 Curriculum in Indonesia aimed to prepare individuals and citizens who were faithful, productive, creative, innovative, and practical, as well as actively contributing to society, region, state, and world civilization. Also, the change in the curriculum aimed to increase the students’ curiosity and active participation. This study focused on adopting and implementing the 2013 Curriculum for integrative science learning in secondary school at Muhammadiyah-1 Malang Junior High School in Malang City, Indonesia. Regarding teachers’ roles, the 2013 Curriculum was designed to improve teacher professionalism. However, existing literature did not show whether the teachers, learners, and schools were ready to adopt such a curriculum. Based on the analysis of the data obtained from the interviews, observations, and documentation from Muhammadiyah Secondary School, we found that the school could be ready to implement the 2013 Curriculum.
The Connection Between Teachers' Mindsets and Methods of Assessment in the Classroom Winda J. Arcegono; Mercedes B. Sumandal; Daisy Q. Gavilo; Rhea A. Lanzaderas; Riza A. Lanzaderas; Christine C. Magracia; Anecel Nuñala; Nhelbourne K. Mohammad
Jurnal Genesis Indonesia Vol. 2 No. 03 (2023): Forthcoming Issue - Jurnal Genesis Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jgi.v2i03.441

Abstract

This study aims to understand the connection between teachers' mindset approaches and their mindset toward classroom assessment. The issue was to discuss the efficiency and effectiveness of classroom assessment with the different perspectives of teachers, whether new applicants or previous teachers. We continue to understand the mindset and its components for a constructive evaluation as it develops and enhances the student's engagement in the teaching/ learning process that elevates the level of performance of students in the classroom. In conclusion, the growing mindset is more favourable because this kind of positive mental attitude aims for fairness that involves the relationship between the teacher's philosophy and approaches to learning. As a result, the findings of this study not only disclose the implicit and innate attitudes of teacher candidates regarding learning and assessment but also offer an empirical basis for the development of responsive and focused teacher education in assessment.
Direct Influence of Socio-Economic Towards Education Quality: Growth of Standardization Roland D. Perales; Shaira Dane M. Familara; Ramilyn T. Dela Pena; Anna Monica V. Mabag; Emy P. Aban; Junecia L. Martinez; Nhelbourne K. Mohammad
Buletin Edukasi Indonesia Vol. 2 No. 03 (2023): Forthcoming Issue - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v2i03.443

Abstract

Socio-economic is derived from the term socio, which means "social" or "socialization," while economics is defined as how societies allocate limited resources to satisfy unlimited wants and needs. In essence, socio-economics bridges the gap between economics and sociology, acknowledging that economic outcomes are often intertwined with social factors and that both play a crucial role in shaping the dynamics of societies and the livelihood of their members. Socio-economic impacts on education underscore the need for proactive efforts to ensure that all students have equal access to education quality and opportunities regardless of their background. Addressing these disparities is essential for fostering a more inclusive and equitable educational system and promoting social and economic progress. Some parents choose their children not to go to school because of their income status; they decide to get employed instead of continuing their studies to sustain the necessities of their family. The significance of this article is to identify the main problems of society, which are poverty and unemployment due to lack of access to education quality. It has been found that socioeconomic factors have a significant impact and influence on our education. Hence, as people attain a higher level of education, the more they can get quality employment status in the future.
Co-Authors Anecel Nuñala Anna May G. Eriman Anna Monica V. Mabag Ariyanti Dianita Christine C. Magracia Daisy Q. Gavilo Dwi Sulisworo Edna E. Villar Emy P. Aban Hazel Cres D. Rendon Jonabee M. Gutierrez Junecia L. Martinez M.Pd, Akrim Ma Hongliang Marife Z. Caabas Mercedes B. Sumandal Michelle E. Dangcalan Ramilyn T. Dela Pena Rhea A. Lanzaderas Riza A. Lanzaderas Roland D. Perales Shaira Dane M. Familara Winda J. Arcegono