International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. 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, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and 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
98 Documents
<![CDATA[Implementation of Higher Diploma Training in Educators’ Instructional Process at three Colleges of Teachers Education of Oromia Region (Ethiopia) ]]>
<![CDATA[Abayneh Lemma]]>;
<![CDATA[Desta Gebeyehu]]>;
<![CDATA[Kassa Michael]]>;
<![CDATA[Mulugeta Atnafu]]>;
<![CDATA[Tadesse Hagos]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.19
<![CDATA[This study examines the extent to what the program implemented in educators' instructional process. A survey research method of mixed approach was employed by which observation, questionnaire and interview were used as data gathering tools. As a result, the overall extent to which the programme is being applied in the educators' instructional process was found to be not satisfactory due to session planning and action research that seen as not being practiced at all in the colleges. Besides, most limitations identified during observation overlap with that of our pre-service teachers diagnosed during independent teaching practice. As influential factors, three potential challenges were found and discussed in line with the desired recommendations.]]>
<![CDATA[Increased Triangular and Quadrilateral Mathematics Learning Outcomes of Class IV Students Through Learning Cycle Learning Models in 200503 Public Elementary Schools ]]>
<![CDATA[Ali Rachmad Hasibuan]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.20
<![CDATA[This study aims to Improve Student Learning Outcomes in Triangular Material and Quadrilateral Class IV 200503 Public Elementary School Education with 30 students. The findings of this study are as follows: (1) The average value of students' mathematics learning in Triangular and Quadrilateral material before the Learning Learning Cycle model is applied in Class IV 200503 Public Elementary School Education is 30%. Based on the average value, it can be said that the student learning outcomes before the application of the Learning Cycle learning model in class IV SD Negeri 200503 Pijorkoling is relatively low. After the Learning Cycle learning model was applied in the material Triangle and Quadrilateral, the percentage value of student learning completeness is 60% at the end of the cycle I. At the end of the second cycle the average class value with the percentage of student mastery 93.33%, (2) Application of learning models Learning Cycle on Triangle and Quadrilateral methods can attract students' attention, (3) there is an increase in student learning outcomes after the application of Learning Cycle learning models in Triangle and Quadrangular material in class IV 200503 Public Elementary School, therefore learning Learning Cycle models can improve learning outcomes Specifically Mathematics in Triangle and Quadrilateral Material of students in Class IV SD Negeri 200503 Education.]]>
<![CDATA[Designing Dialogue Journal to Guide Teaching Practice Process through Online Tutorial at Universitas Terbuka ]]>
<![CDATA[A. Andayani]]>;
<![CDATA[Siti Julaeha]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.21
<![CDATA[During this time, PGSD Program at UT provides the face-to-face tutorial (TTM) for practice courses such as the Strengthening of Teaching Skill (PKM). By reason of the students are spread far apart and the number is less, so it is inefficient to organize TTM for PKM. Therefore, in the year of 2017, it was conducted a trial of an online tutorial for PKM. Whereas the tutor manages the online tutorial activity from a distance, the supervisor guides the teaching practice activities of the students directly in the classroom. The challenges occur due to student failure in interpreting tutor direction, and uncontrolled validity of teaching practice process. To answer the challenge, a Dialogue Journal is designed, as an instrument that presents the validity of the supervision process. Through a descriptive method approach, it will be developed the pattern of online tutorial activities for PKM conducted by UT. In addition, some concepts of online dialogue and teaching supervision activities will be reviewed as well. Based on reviews of a document and the results of observation of the ongoing online tutorial, the hypothetical design of the dialog journal will be proposed as well as to be presented the pattern of the online tutorial with journal dialogue for PKM. ]]>
<![CDATA[Sex Differences in the Implementation of Character Education in Senior High Schools ]]>
<![CDATA[Ipenas Amran Malin Mudo]]>;
<![CDATA[Asmah Ahmad]]>;
<![CDATA[Md. Rosli Ismail]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.22
<![CDATA[Character education is the action and attitude of a person who reflects anything with good value. These values can be identified in his daily activities. Therefore, character education is considered very important as an effort to help someone to perceive or to understand and to act based on ethical or moral values. This purpose of this study is to analyze the implementation of character education in senior high schools (SMA) in Ujungbatu, Rokan Hulu Regency, Riau Province based on sex (male and female) differences. In order to answer the problems in the study, descriptive qualitative approach study is designed by using several methods namely interview, observation and documentation. The samples of the study were 339 students from three different high schools; they are SMA 1, SMA 2 and SMA Muhammadiyah. Finding of the study revealed that the four character education value, namely devotion, hard work, discipline, and honesty could be applied to both male and female Muslim and Christian students, and this is to indicate that these character values can be applied to the students. Finally, this character education method applies to students, especially in high school.]]>
<![CDATA[The Difference in Job-seeking Stress between Perceived Parents’ Parenting Style and Perfectionism of University Students ]]>
<![CDATA[Jeong-Gyu Han]]>;
<![CDATA[So-Yeong Park]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.23
<![CDATA[The university students have several developmental tasks such as getting an academic goal, getting a job and preparing independence from their parents. But in Korea, those are not easy for university students. Especially, after the economic crisis in 1998, it became harder to find the right job of young people. To be independent of parents economically and psychologically was not easy . So, the purpose of this study is to investigate how university students feel job seeking stress as effects of perfectionism and perceive parenting style to help them effectively preparing as to be employed. The research questions were set up as follow: First, is there a difference in the university students' job-seeking stress according to perceived parenting style? Second, is there a difference in the university students' job-seeking stress according to perfectionism? To gain answers about these questions, a survey targeting the graduate students in Busan, South Korea was made. Five hundred survey questionnaires were distributed, and 423 responses were collected. The data were analyzed by t-test with SPSS 18. Results of this study were as follow. First, the lower-level care group experienced higher job seeking stress, personality stress, family stress and expectation stress than the other. And, the higher level of overprotection group suffered from higher job seeking stress and all of subtypes stress. Second, the higher level of self-oriented perfectionism students experienced more school stress than the lower one. Other-oriented perfectionism students experienced more job seeking stress, personality stress, and academic stress. And social imposed perfectionism group was suffering from all of subtypes stress. Limitations and suggestions for future study were provided. ]]>
<![CDATA[Improving Students’ Interest in Learning English by Using Games ]]>
<![CDATA[Mery Silalahi]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.24
<![CDATA[One of the teachers' efforts to improve students' interest in English is learning English through games. The learning process by playing games can provide more interactive English learning atmosphere so that it is expected to improve the ability of students in vocabulary development. Learning through games can provide several benefits. First, what is learned by students is not only in the form of mere knowledge of reason but experienced in real terms; such experiences are difficult to forget. Second, the lessons provided are pleasantly accepted, because they are related to the nature of the game which is entertaining and joyful. Thus, the possibility of student rejection of what is taught can be minimized. Third, because the game is fun, playing at the same time generates great interest for students about certain things or topics. Based on the reasons, it is expected that through these fun activities that is games; students' interest in learning English can be improved.]]>
<![CDATA[Investigating Features Related to Chinese Linguistic Complexities among International Students Learning Chinese as a Foreign Language ]]>
<![CDATA[Mohammad Nasim Tahsildar]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.25
<![CDATA[This paper reports on a study investigating features related to Chinese linguistic complexities for international students enrolled in Chinese courses in China. The main objective of this study is to highlight the major feature of Chinese complexities encountered by international students and explore whether international students’ native languages interfere with the process of learning Chinese. The study used a survey questionnaire developed by Zhang (2013) to collect the data from 147 male and female Bachelor, Master and Ph.D. students enrolled in basic Chinese classes in two universities in China. Based on certain Descriptive and ANOVA calculations, findings of the study indicate that the participants indeed experienced different features related to linguistic complexities. Moreover, the results also revealed the participants’ native language interference in the process of learning Chinese.]]>
<![CDATA[Implementation of SQ3R to Increase Reading Interest, Critical Thinking Skills, and Ability to Understand Indonesian Language Reading of 6th Grade Indonesia A Students ]]>
<![CDATA[Plores Lidia Mangasi]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.26
<![CDATA[The purposes of this research was to analyzing the development of reading interest, critical thinking skills and reading comprehension skills by applying SQ3R (Survey, Question, Read, Recite and Review). This research method is Classroom Action Research, data collection was done through observation, written tests, interviews and field notes which were analyzed descriptive qualitative. There was an increase in student's interest in reading in Cycle I by 50% to 100% in Cycle II and III. In students' critical thinking skills, namely from 87.5% in Cycle I to 100% in Cycle II and III. Student reading comprehension ability also show improvement, in Cycle I was 67.4; Cycle II was 84.2 and Cycle III was 88.6. From student interviews and questionnaires showed that students agreed through the application of SQ3R to increase students' reading interest, critical thinking skills and reading comprehension skills. ]]>
<![CDATA[Relationship Stressors with Stress and Student Learning Achievement (Coss Sectional Study at STIKES Nani Hasanuddin Makassar) ]]>
<![CDATA[Rezki Yalatri Wirastuty]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.27
<![CDATA[Physical environmental stressor, psychological, environmental stressor, and burden in learnings are representing the source stress student can reside at stress condition. Stress realized by the student would influence the learning process so it will affect learning achievement. This study was aimed to explain the relation of stressor student by stress and learn achievement in STIKES NaniHasanuddin Makassar. The design used in this study was the cross-sectional design. The sample consisted of 113 respondent, taken from the students of DIII Pharmacy STIKES NaniHasanuddin Makassar Semester III and V. Sample was taken using by purposive sampling. Data gathered were Analyzed by Spearman Rho Tests with significant level p < 0,05. Result showed that relation of student stressor with stress was ( p = 0,000 ) and relation of student stressor with learn achievement ( p = 0,000). This result was an indication that there was a relation between student stressor with stress and stressor student with learning achievement. It can be concluded that student stressor has a correlation with student stress and learn achievement. If student stressor accepted increasing so, student stress would increase, and progressively lower the stressor accepted it would increase learn achievement. Some things that can be done is the improvement of learning facilities and creating a conducive environment.]]>
<![CDATA[Experience of Studying Innovative Behavior of Youth in Russia ]]>
<![CDATA[Valentina Lukina]]>;
<![CDATA[Tuyaara Sidorova]]>;
<![CDATA[Maria Nafanailova]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 1 (2019): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v1i1.28
<![CDATA[Transformations in society need to raise the level of their economic consciousness. The problem is that the level of innovation remains low. The article presents the description of the innovative economic behaviour study. A survey was done on students from different courses. The experiment was aimed at studying the group interaction factors in the formation of innovative behaviour. We proceeded from the proposition that innovativeness is a derivative of individual creativity and external factors, in particular, the factor of group interaction. We assume that factors of group interaction are more important for the development of innovative economic behavior. The case study have a several stages. First, the level of individual creativity and innovativeness was studied. Then the subjects received a task during the week. The results showed that the level of individual creativity is not a sufficient condition for the manifestation of innovative behaviour. Group factors play an important role in it as well. More importantly for team work is intra-group cognitive and social processes. In addition, the results of the case study, suggest that innovation is a skill that can be developed. ]]>
