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Acta Pedagogia Asiana
Published by Tecno Scientifica
ISSN : -     EISSN : 29636442     DOI : https://doi.org/10.53623/apga
Core Subject : Education,
Education Other
The journal welcomes submissions regardless of methodological approach, we expect all manuscripts to include a nuanced consideration and rich discussion of results in relation to the research and broader context of teaching and learning. Though we prioritize empirical work, purely theoretical manuscripts will also be considered. Topics: Higher education Continuing Professional Development Adult Education and Lifelong Learning Teachers & Teacher Education Teaching & Learning Science Education (Math, Chemistry, Biology, Physic) Social Science Education (Economic, Literature, Literature) Language Education (English and other languages) Classroom Practice Sociolinguistic Pragmatics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
 1   2 
A Case of Pakistan Investigating the Relationship between Inflation and Economic Growth: A Case of Pakistan Tariq Ahmad
Acta Pedagogia Asiana Vol. 1 Iss. 1 (2022)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.432 KB) | DOI: 10.53623/apga.v1i1.64

Abstract

We re-evaluate empirically the relationship in inflation, and economic growth for Pakistan over the period of 1985 to 2019. Using the Autoregressive Distributive Lag (ARDL) method, this study used the Wald and F-Bound test to find out long-term relationships between these variables and investigate the effect of Inflation over Pakistan economic growth and trade. Our result indicates inflation is negatively affecting economic growth and terms of trade in long run. The results showed that a moderate level of inflation is beneficial for growth and trade while high level or double-digit figure inflation harmful for Pakistan economy. According to the results of the study, inflation is away from its equilibrium value. Error correction term”- 0.16” reveals that 16 percent adjustment has been occurred during the year in the short run-in economic growth. This study also shows that inflation and Terms of trade volatility in Pakistan has negative relation. When Inflation increases terms of trade decreases and vice versa. It reveals that a low and stable rate of inflation boost the trade which leads to prosperity of the countrymen while high rate of inflation is detrimental for economic growth and Trade.
Writing Essay as Essential Assessment in Groundwater Contamination Course Tony Hadibarata; Muhammad Syafrudin
Acta Pedagogia Asiana Vol. 1 Iss. 1 (2022)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.785 KB) | DOI: 10.53623/apga.v1i1.66

Abstract

An essay was used as an assessment to illustrate a certain way of thinking and attitude of a student. The essay demonstrates the student's utmost degree as an author with a cognitive and affective style. The study aimed to provide a simple description of the essay as an assessment and critical function in the Groundwater Contamination course of the Environmental Engineering Program offered by Curtin University Malaysia. Groundwater Contamination is designed for students of environmental engineering and covers a number of topics, including groundwater characterization, contaminant transport processes in groundwater flow systems, migration and chemical development of contamination plumes, and groundwater remediation. No correlation exists between essay length (word count) and report or presentation grades, while there was a strong relationship between the student mark and essay content (R2 = 0.88), but a moderate relationship to essay format (R2 = 0.55). Overall, the students at Curtin University Malaysia were able to meet the Course Outcome of Groundwater Contamination and the Program Outcome of Environmental Engineering because of the essay they wrote as a test.
Green Engineering Education in Environmental Engineering Programme through Active Learning Muhammad Noor Hazwan Jusoh
Acta Pedagogia Asiana Vol. 1 Iss. 1 (2022)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.895 KB) | DOI: 10.53623/apga.v1i1.87

Abstract

Over the last few years, there has been considerable growth in incorporating sustainability and green engineering into construction industry development. The need to use resources efficiently while minimizing environmental consequences is becoming increasingly important in the industry; as a result, green engineering content is gaining traction in engineering curricula. assessment is a technique used to determine students’ understanding of what they have learned in class. The outcomes assessment results are part of a feedback loop in which academics are given information to help them improve their teaching and student learning. This paper talks about the different ways students can show what they've learned in the course Environmental Considerations in Construction.
Rubric as Assessment Tool for Lecturers and Students in Higher Education Institution Leah Mrangu
Acta Pedagogia Asiana Vol. 1 Iss. 1 (2022)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (221.327 KB) | DOI: 10.53623/apga.v1i1.98

Abstract

Rubrics in higher education have been studied in a range of disciplines and for a variety of reasons, including improving student achievement, enriching instruction, and evaluating programs. Some authors indicate good responses to the use of rubrics by teachers, whereas others have noticed instructors' reluctance to adopt them. This review aims to provide an empirical study on the utilization of rubrics as assessment tools in higher education institutions. It examines specific peer-reviewed literature on the utilization of rubrics in higher education; the utilization of rubrics in instructional and program evaluations; and the reliability, validity, and utility of rubrics. However, one study did not find a correlation between the use of rubrics and improved academic performance. It has been demonstrated that rubrics can identify the need for course and program enhancements. According to research on the validity of rubrics, clarity and appropriateness of language are of paramount importance. Rubrics can lead to a somewhat consistent assessment of student performance, according to the bulk of research on rater dependability. Suggestions for future research include the use of more rigorous research methodologies; a higher emphasis on validity and reliability; a stronger emphasis on learning; and research on the implementation of rubrics in various educational settings.
A Review on E-Learning During Covid-19 Pandemic Situation Sofia Moran-Suarez
Acta Pedagogia Asiana Vol. 1 Iss. 1 (2022)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (221.816 KB) | DOI: 10.53623/apga.v1i1.99

Abstract

As a result of the novel coronavirus (COVID-19) outbreak in Mexico, there has been a pressing need to rethink how pupils receive their education. Students were required to keep a social distance from their peers and families, but they also had to adapt to online study. To avoid the spread of the dangerous disease, remote learning has become the standard. Educators around the world were obliged to transition to online instruction, particularly at the university level, due to the unexpected spread. There are some pupils that are open to the idea of online education. It's true that some people have reservations about the transition from traditional to online learning. There appear to be a number of ways in which educators might contribute to improving the quality and efficiency of virtual education. The following are summaries of a number of publications discussing ways to improve online teaching and learning. In the vast majority of studies, it has been shown that adapting to remote learning was a wise decision. However, a study found that some students dislike online learning because of personal and technological concerns. The stress and worry that students experience as a result of distance learning is another concern. According to current studies, online learning may also have psychological effects in conjunction with a difficult learning process. It highlights significant academic articles, recognizes ideas, and points to areas in need of additional research.
Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect Kuok Ho Daniel Tang
Acta Pedagogia Asiana Vol. 2 Iss. 1 (2023)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.092 KB) | DOI: 10.53623/apga.v2i1.104

Abstract

The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.
Strategies for Online-education Model for Project and Laboratory-based Assessment in Environmental Monitoring and Analysis Course Tony Hadibarata; Mohamad Noor Hazwan Jusoh
Acta Pedagogia Asiana Vol. 2 Iss. 1 (2023)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (607.755 KB) | DOI: 10.53623/apga.v2i1.168

Abstract

The global COVID-19 epidemic compelled all educational institutions, including universities, to cease academic instruction. To assure the ongoing process of teaching, learning, and assessment, several universities have transitioned from traditional face-to-face techniques to online ones. The purpose of the study was to examine the online-education experience in an Environmental Engineering course using a virtual lab and simulation software, as well as to determine the student's perception of the implementation of virtual labs and simulation software and the benefits of these tools for enhancing learning activities. To familiarize students with various areas of environmental engineering analysis, two simulated experiments were developed: water quality monitoring and adsorption spectroscopy. The virtual labs were generally well-received, as indicated by the responses to the Likert-type questions. Virtual laboratories are more acceptable for senior students than for first-year students, according to the consensus. 88% of respondents agreed with the average of twenty claims, compared with 3% who disagreed and 9% who agreed but disagreed with the statement. This illustrates that, although students believe that substituting virtual laboratories for conventional laboratories is not a complete solution, they believe that virtual laboratories can be used in conjunction with conventional methods to facilitate improved study outside of laboratory hours. Virtual and online learning in engineering labs are still relatively new; additional research is necessary before instructors can effectively utilize this delivery medium and its accompanying technologies to enhance student learning.
Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability Maria Eugenia Martinez; Valeria Gomez
Acta Pedagogia Asiana Vol. 2 Iss. 1 (2023)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.631 KB) | DOI: 10.53623/apga.v2i1.169

Abstract

A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive.
Implementation of Formative Assessment in Engineering Education Eva Sanchez-Lopez; Joseph Kasongo; Andres Filipe Gonzalez-Sanchez; Ahmed Mostrady
Acta Pedagogia Asiana Vol. 2 Iss. 1 (2023)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v2i1.154

Abstract

Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns.
Implementation of Assessment and Feedback in Higher Education Shamira Elsayed; Define Cakir
Acta Pedagogia Asiana Vol. 2 Iss. 1 (2023)
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v2i1.170

Abstract

The ability of feedback to improve students' performance on a task, their techniques, and their learning has long been recognized in the literature. The primary goal of feedback is to reduce errors, close knowledge and skill gaps, and improve knowledge and skill acquisition. However, a student must use feedback to reach his or her full potential. Therefore, much of the recent feedback research has focused on examining student perceptions of feedback and how they relate to the effective use of feedback. This review provides a comprehensive overview of the literature on feedback perception. Inadequate theoretical frameworks, repetition (but not replication) of research, and methodological flaws in the articles reviewed have led to rather unsatisfactory conclusions. This type of feedback often does nothing to improve student learning experiences. It is time for professors to rethink the practice of commenting. They should move away from conventional methods of providing feedback to students. This study describes some contemporary methods of feedback that can ultimately help students improve their learning experiences. This can also contribute to the professionalization of teachers in higher education. Based on the findings, we propose a framework for further research on students' perceptions of feedback and many future directions for this topic.

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