International Journal of Theory and Application in Elementary and Secondary School Education
Focus and Scope of International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) is research, study and analysis related to early childhood include: 1. Child development; The topic covers child development especially grade 1-9 for school, emotional development, moral development, intelligence, 2. Cognitive psychology; The topic covers but not limited to short term and long term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, local reasoning (inductive and Deductive). 3. Sociology to school learning and teaching; The topic covers but not limited to the social integration of education, socialization, Social Placement, social and cultural innovation. 4. Methodologies of teaching and learning; The topic covers but not limited to the Teaching method in Digital Revolution 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching. 5. Technologies of teaching and learning; The topic covers but not limited to Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, the effectivity of distance learning 6. Curriculum review and research; The topic covers but not limited to curriculum and instruction, curriculum development, curriculum evaluation, support element of an effective curriculum. 7. School and community-based management. The topic covers but not limited to school-based management, parent participant on School-based management, school community relation, community development (economical, social and physical). The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews and theoretical analyses.
Articles
6 Documents
Search results for
, issue
"Vol. 2 No. 2 (2020): October"
:
6 Documents
clear
<![CDATA[The Role of British Council in Training the Primary School Teachers in English as Medium of Instruction in Khyber Pakhtunkhwa, Pakistan ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 2 No. 2 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v2i2.165
<![CDATA[The present study would explore the changes the training program brings in Primary School Teachers in Khyber Pukhtunkhawa. The objective of the study was to explore the changes the training program brought in Primary school teachers. The primary school teachers who successfully completed grade III training English as Medium of Instruction in Khyber Pukhtunkhawa were the population of the study. The study was delimited to male primary school teachers of the three districts namely Mardan, Peshawar and Swabi of Khyber Pakhtunkhwa. The target population was 1947 male primary school teachers from which a sample of 330 primary school teachers was selected. The data was collected through a self-developed questionnaire of five Likert scale and fed into the SPSS Version 16 and analyzed through percentage and chi-square. The results of the study illustrated that after the training the primary school teachers were able to use English as Medium of Instruction. The study recommended that such trainings should be arranged for teachers to improve their skills of using English as Medium of Instruction]]>
<![CDATA[Improving Learning Outcomes Through the Use of Media STEM Based in Volcano Eruption Simulation in the Theme of Natural Events ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 2 No. 2 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v2i2.229
<![CDATA[The objective of the study is to reveal the improvement in student learning outcomes in the use of instructional media teaching aids on STEM-Based Volcano Eruption Simulation (Science, Technology, Engineering, Mathematics) on the theme of Thematic Class I learning natural events. This research was conducted on first-grade students of Public Elementary School of Laweyan Surakarta City in the Second Semester of 2018/2019 Academic Year. The number of students was 25 students, consisting of 8 male students and 17 female students. The study was a Classroom Action Research (CAR) with patterns: planning, implementing, observing, reflecting, revising. The data were collected through the method of discussion, observation, tests, field notes, and documentation. Based on the results of the study, it was found that student learning outcomes had increased learning outcomes, they were, the first cycle (79.60%) and the second cycle (84.00%). The study was concluded as through the use of instructional media for teaching aids of STEM-Based Volcano Eruption Simulation (Science, Technology, Engineering, Mathematics) on the theme of natural events Class I can improve the learning outcomes of Class I students of Public Elementary School of Laweyan Surakarta City Semester II in the Academic Year of 2018/2019.]]>
<![CDATA[Joyful Learning in Elementary School ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 2 No. 2 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v2i2.232
<![CDATA[Teaching in elementary school is another challenge for most teachers. While kids as students considered as hard in creating good learning process, some researchers try to propose joyful learning for students in elementary school. However, many barriers come in that effort for real enjoyable learning environment. This chapter tries to propose mobile learning as option to create joyful learning. Since that mobile learning can includes many types of joyful learning components and its familiriaty to students, it means that should be easier for teachers to implement that. This chapter also tries to explain how can teachers create mobile learning easily, thus teachers themselves can feel enjoy in learning process. So, whenever both teachers and students already feel their happiness, they will also express their enthusiasm as one of the most important thing in creating joyful learning]]>
<![CDATA[The Lived Experiences of SEAMEO INNOTECH GURO21 Graduates ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 2 No. 2 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v2i2.238
<![CDATA[This study examines the experiences of eight teachers who have graduated from an online course. The SEAMEO INNOTECH GURO21. The primary data collection method made use of one on one interviews. The results of the study informed that in understanding the lived experiences of those who graduated from the first course of SEAMEO INNOTECH GURO21 can be categorized into two themes: (a) equipping teachers with the knowledge, skills, attitudes and values of the 21st century; and (2) facilitating 21st century learning. This research revealed that as teachers, one must be knowledgeable enough to carefully choose strategies and techniques tailored-fit for the kind and level of the learners. The acquisition of the 21st century skills has become an essential part of the generation. Thus, teachers must undergo seminars and workshops and even enroll in online courses to be upgraded with the latest trends of this generation. The participants, from their responses, revealed the change within themselves in line with their profession and in the development of their personality. The course had made them shift from being a traditional teacher to a techno-savvy one. This means using techniques and strategies the old way and how they smoothly transformed into technology-based teaching. Recommendations are offered for school heads, and for further research. This is to further enhance this study and to compare other findings in line with teacher development programs through online courses.]]>
<![CDATA[Barriers in the Educational Attainment of Tribal Girl students in Salem District of Tamil Nadu State, India. ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 2 No. 2 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v2i2.247
<![CDATA[The objective of this study is to identify the barriers prevailing among the tribal girl students in the attainment of their education. A qualitative study was conducted in 7 hill ranges of Salem district, Tamil Nadu, India with a semi-structured interview schedule. A total of 21 small group discussion for female tribal students (n=50), teachers working in tribal areas (n=31), and parents of tribal girl students (n=18). It was found that lack of public transport, poor staff pattern, unavailability of basic infrastructure facilities like road, the curriculum that does not provide support for their poor economic conditions, with very little scope for vocational education formed barrier for educational attainment. It is concluded that providing proper public transport, vocational education, stable and sufficient staff, due care by the parents, availability of nearby schools, would raise educational attainment. ]]>
<![CDATA[Teachers’ Performance and Students’ Learning Outcome in the Division of Cavite Province, Philippines ]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 2 No. 2 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v2i2.388
<![CDATA[The paper aimed to correlate the teachers’ performance and learning outcomes on grade 10 students’ first periodic test and the teachers' Performance as assessed by headteachers and students in relationships with the knowledge of the subject matter and pedagogical approaches such as constructivism, collaborative, integrative, inquiry-based and reflective approaches. The respondents were the schools offering the same strands on Information and Communications Technology, Cookery and Wellness Massage located in North Cluster, Division of Cavite Province in the Philippines. As to the knowledge of the subject matter and pedagogical approaches, the teachers' Performance was outstanding as assessed by headteachers. Amongst the pedagogical approaches, the integrative approach obtained the highest meanwhile. The reflective approach got the lowest mean. The data were analyzed with the descriptive method and documentary analysis on teachers’ performance and learning outcomes on students’ first periodic tests. These were also the means of obtaining the data requirements of this research. The findings revealed that the teachers' Performance was highly satisfactory as assessed by students. Amongst the pedagogical approaches, constructivism approach acquired the highest mean while reflective approach got the lowest mean. Moreover, there is a significant difference on teachers' Performance as assessed by headteachers and by students, and there are a significant relationship and weak positive correlation on teachers' Performance on learning outcomes of students' first periodic test and on the assessments of students as to knowledge of the subject matter and pedagogical approaches except for reflective approach which has a very weak positive correlation.]]>
