Journal of Educational Science and Technology (EST)

This study aims to develop an electronic accounting module with a feasible and effective problem-solving approach to improve students' critical thinking skills in distance learning. This Research and Development (RnD) use the Borg &amp; Gall development model. The feasibility test was carried out by the material, media and teachers as well as students with a pretest and posttest to determine its effectiveness. Data were analyzed using the N-Gain test, Prerequisite Test in the form of normality and homogeneity, including Independent t-test to test the hypothesis. This research produces an accounting e-module product that can be accessed using a flipped book application. This product is declared feasible and effective to improve students' critical thinking skills at SMK Negeri 1 Makassar. The results of the effectiveness test by calculating the N-Gain showed the average value of the experimental class was 56.80, while the average value of the control class was 28.77. The results of the independent t-test analysis also yielded sig values. (2-tailed) &lt;0.05, so the conclusion is that there is a difference in students' critical thinking skills between the experimental class that uses the product and the control class that does not use the product.

Ahmad Fadhil Imran

Denies Priantinah

Ismi Solikhatun

Development of Accounting E-Module to Improve Students' Critical Thinking Ability

会计电子模块的开发以提升学生批判性思维能力

This study aims to analyze the students’ self-esteem and self-efficacy attending online courses of an MBKM exchange program. It was organized by three participating universities using SPADA DIKTI. Quantitatively, the study employed an online questionnaire to collect the data from 80 participating students (N=80). The statistical analysis, which included multiple regression analysis, was performed using SPSS 26. The findings indicate that the variables self-esteem and self-efficacy have a significant and beneficial effect on students enrolled in concurrent online courses. Statistically, the study used an F test and a T-test to identify the considerable impact of the measured variables. The results show that both variables have a substantial and beneficial impact on students enrolled in concurrent online courses. The students’ self-esteem excels academically, primarily through the online teaching and learning system. Meanwhile, the students with mastery experience subcomponents accepted new challenges and succeeded in doing them. Based on hypothesis testing, there is a significant effect between self-esteem and self-efficacy on students who attended online courses, which amounted to 48.9%. Yet, self-esteem and self-efficacy regression coefficients also positively affect online lectures.

Sahril Nur

Nofvia De Vega

Anugrah Puspita Ayu Muhammad

Self-Esteem and Self-Efficacy of Students' Attending Online Courses Through MBKM Program

MBKM计划下在线课程学生自尊与自我效能感

This study aimed to develop character-based Natural Science teaching materials to improve students' creative thinking skills. The research design is development research with procedures, namely initial information collection, designing, development, assessment, product revision, and dissemination and implementation. The teaching material products assessment was the text of character-based Natural Science teaching materials, guidebooks, and student worksheets. Products assessment was carried out in three stages of assessment, namely the assessment of validity, practicality, and effectiveness. The research has lasted for two years. The product testing subjects were 5 experts and the field trial subjects were the first-grade teachers and students in five elementary schools in Bone regency, South Sulawesi, Indonesia. The data collection was conducted through validation questionnaires for teaching materials, teacher and student response questionnaires, interview guides, and learning outcomes test. The data which was obtained consist of qualitative and quantitative. The data analysis descriptive through validity, practicality, and effectiveness analysis. The results of the study showed that those teaching materials are valid, practical, and effective. In doing so, they can be disseminated and implemented to improve student creative thinking skills in elementary school.

Abdul Haling

Sudirman Sudirman

Nasruddin Nasruddin

Syamsuddin Syamsuddin

Abdul Halik

Development of Character-Based Science Teaching Materials Using the Webbed Model to Improve Students' Creative Thinking Skills

基于网络模型的字符化科学教学材料开发以提升学生创造性思维能力

This study aims to determine the effect of digital comic media, including self-awareness comics and self-regulation comics, on the social skills of elementary school students. This study used a quantitative approach with an ex post facto design involving 180 students selected through a purposive sampling technique. Data were analyzed using classical assumption testing and multiple linear regression analysis. The study results show that digital comic media based on Android, which contains material on self-awareness and self-regulation, positively and significantly improved students' social skills in the context of self-management about the prevention of Covid-19 in the daily social environment of the school. Self-awareness and self-regulation content as part of social skills presented in an Android-based digital comic version become students' daily reading to implement health protocols at school. Self-awareness and self-regulation comics can raise sensitivity to students’ self-introspection in recognizing feelings converted into positive behaviors and managing themselves in synergy with the learning environment, interacting and making decisions independently to solve their internal problems.

Muhammad Rais

Hartoto Hartoto

Farida Aryani

The Influence of Android-Based Digital Comics on the Social Skills to Prevent the Covid-19 Through Student Social Interaction

基于安卓平台的数字漫画对通过学生社交互动预防新冠疫情的社会技能的影响

Z Generation is a generation that is unique from the previous generation because it has technological capabilities and lives in an era of advanced technology. This uniqueness requires Z generation to have 21st-century skills to adapt to the demands of the industrial era 4.0. However, not all Z Generation have these skills and adaptability. Therefore, this study aims to describe and distinguish the skills of 21st-century students as seen from the level of lectures and gender differences. This type of research is descriptive quantitative research. The sample in this study amounted to 268 students from 9 faculties, namely Education, Language, Engineering, art, psychology, social science, sports, economics and science. This sample consisted of 130 women and 138 men. The measuring instrument in this study uses an adaptation of the 21st-century skill instrument, which consists of 4 aspects: 1) Information and technology literacy skills, 2) Entrepreneurship and innovation skills, 3) Social responsibility and leadership skills, and 4) career consciousness. Techniques of data analysis using descriptive statistical data analysis and ANOVA using JASP assistance. The results showed that there were differences in students' 21st-century skills based on semester level, and there were differences in students' 21st-century skills based on gender.

Suciani Latif

Nur Fadhilah Umar

Yasdin Yasdin

Different 21st Century Skills Among Z Generation in The Higher Education Based On The Level of Students, and Gender Difference

基于学生层次和性别差异的高等教育中Z世代不同的21世纪技能

Educational opportunities are part of the culture of peace, which includes many areas of the community's well-being. This study comes up with a new way to measure school peace culture called the School Peace Culture Scale (SPCS). The researcher made the tool by evaluating it theoretically, checking its content validity, followed by doing a confirmatory study to check its internal and external psychometrics. The people who answered were in charge of or led Vocational High Schools in Makassar. There were 63 of them, 24 men and 39 women. The Winstep Rasch Model tool is used to analyze the data. The SPCS has been carefully checked for validity, and 34 items that are particularly good at measuring factors have been found. The results indicate a reliability value of 0.91 and item reliability of 0.82. The study also proved that the proposed SPCS questionnaire can measure the level of peace in schools. Furthermore, the research has confirmed that the items in the proposed SPCS questionnaire effectively assess the extent to which peace is implemented in schools. These results provide a foundation for further investigation. The questionnaire can help determine the extent to which a peaceful culture has been established in schools. Furthermore, the SPCS concept and questionnaire could be valuable tools for assessing schools that require training in promoting peaceful education.

Eva Imania Eliasa

Ilfiandra Ilfiandra

Sahril Buchori

Suwarjo Suwarjo

Nurfitriany Fakhri

Nadia Auliah Nadhirah

Constructing and Preliminary Validation of the School Peace Culture Scale

学校和平文化量表的构建与初步验证

This research is a development research which aims to find out: (1) Description of the need for a group guidance service model based on segulaha cultural values in improving the character of junior high school students in Ternate City, (b) Design of a group guidance service model based on segulaha cultural values in improving the character of junior high school students in Ternate City, (c) Validity, practicality and effectiveness of the segulaha cultural values-based group guidance service model in improving the character of junior high school students in Ternate City. The type of research is Research and Development with the ADDIE model. Data collection was carried out by using questionnaires, observations, feasibility and practicality assessment sheets. The data obtained was then analyzed using qualitative and quantitative statistics. The results of the research show that a group counselling service model is needed in improving character education based on cultural values. The model designs created are outlined in model books and guidebooks for group guidance services based on cultural values to improve student character. The model developed is valid, feasible and practical to be continued in supporting group guidance services based on cultural values as well as improving the character of junior high school students. The results of the analysis of the effectiveness of the segulaha cultural values-based group guidance service model in improving the character of junior high school students were very effective. This is based on the results of the pretest and posttest which have increased.

Andi Agustan Arifin

Syamsul Bachri Thalib

Kamaruddin Hasan

Development of a Group Guidance Service Model Based on Segulaha Cultural Values to Improve the Character of Junior High School Students

基于Segulaha文化价值观的团体辅导服务模式开发以提升初中生品格

The implementation of blended learning, combining face-to-face and online methods, presents a potential solution for primary schools in the new normal era. However, concerns arise regarding its effectiveness, especially regarding potential learning loss among students. This study addresses this gap by investigating learning loss in Makassar City elementary schools utilizing a descriptive survey design. Among 314 randomly selected students, 56.37% reported experiencing learning loss, with causal factors including student readiness (63.28%), teacher readiness (25.06%), and facility readiness (11.6%). Categorization of learning loss levels revealed varying degrees, with 6.68% very high, 24.85% high, 40.11% moderate, 22.60% low, and 5.65% very low. Predominantly, learning loss was attributed to student readiness. However, teacher and facility readiness also played significant roles. Importantly, implementing blended learning with a pedagogical flow showed promise, with 43.63% of students reporting no learning loss. This research underscores the need for comprehensive strategies to address learning loss in blended learning environments, emphasizing student preparedness while also enhancing teacher and facility support. As educators navigate the challenges of the new normal, understanding, and mitigating learning loss are essential for ensuring effective educational outcomes.

Suarlin Suarlin

Elpisah Elpisah

Siti Raihan

Iwan Setiawan

Understanding Learning Loss in Primary Schools: Blended Learning Policy

理解小学学习损失：混合学习政策

As assessment is an integral part of student learning, schoolteachers need to create appropriate assessments, through the use of the Table of Specifications, to get accurate feedback from the students. Recording of student performance is also important to provide basis and transparency to student grades. However, these activities are laborious when performed. This study aims to development and validate a web application that covers the electronic generation of tests with Table of Specification (TOS) and the recording of student performances in an electronic class record (grade book). User requirements were captured through interviews and documentary analysis. The application was developed using the Agile Scrum Framework and was tested for usability using the System Usability Scale (SUS). The developed system proved to be usable with a general SUS score of 81.25 which is interpreted as usable and conforms to the given requirements. The results indicates that the developed system is very useful to the teachers specially during this pandemic period were flexible learning is utilized for teaching and learning.

Frederick Flores Patacsil

e-Generation of Tests and e-Class Record in a Flexible Learning Environment

灵活学习环境中的测试电子生成与电子课堂记录

The emergence of open educational resources (OER) promotes open access which aims to widen information access as part of smart learning in higher education institutions. However, this has caused these institutions to rely on shadow information technology (SIT) for information access and service delivery, to the point where shadow IT principles contradict open education principles. When adopting and developing OER, academics, developers, and students often opt for different software or system software based on the usability and preferences of the system. Higher education institutions (HEIs), such as the University of South Africa (UNISA), are still conscious of the IT policy in terms of the appropriation of prescribed information and communication technology (ICT). However, this institution advocates for the adoption and development of OER, and social injustices when appropriating shadow IT are not yet addressed. To investigate the challenges and injustices encountered by academics in the utilization of shadow IT when creating OER, this study opted for a qualitative research approach. The data source was academics responsible for tuition and research. For data triangulation purposes, documents such as ICT policy, tuition policy, and comprehensive open distance e-learning (CODeL) policy were considered. To propose a model, this study utilized various concepts from different theories such as "structure", which refers to the rules and resources that actors rely on in their practice and form the systems' pattern; the "used technology", which describes how user groups utilize existing technology; and the negative impacts of shadow IT (cost, risk, inconsistency, and control). The study established that, while creating OER, academics rely primarily on shadow IT which has negative impacts in an organization. This is an indication of academic stakeholders continuing to break the shadow IT roles, consciously or unsuspectingly, by being innovative while complying with the institutional mandate of open access in education. In addition to the suggestion of a shadow IT injustices model as the main contribution, this study further proposed that the institutional social capital needs to articulate social injustices associated with shadow IT to protect academics during the creation of OER. This implies that future research may examine the shadow IT injustices among all other twenty-six public universities in South Africa.

Siphamandla Mncube

Alex Legodi

Nozuko Precious Langa

Injustices of Shadow Information Technology in Creating Open Educational Resources

影子信息技术在创建开放教育资源中的不公

Publication Information	Publisher: Universitas Negeri Makassar，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2015，Proportion of original research papers: 0.00%，Self Citation Rate:N.A.， Gold OA Rate: 0.00%
Journal Fees	$Details
Average review cycle	20 weeks

Journal of Educational Science and Technology (EST)

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience