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Politik Militer dan Konsolidasi Demokrasi di Indonesia
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| Pengarang | : | Anggoro, Kusnanto |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-3 (No. 3) |
| Halaman | : | 331-351 |
| Abstrak | : | - |
Kondiei Makroekonomi Membaik
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-3 (No. 3) |
| Halaman | : | 318-330 |
| Abstrak | : | - |
POLITIK BERAS DAN SOSIALISASI BIRMA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | II-6, JUNI (No. 6) |
| Halaman | : | 15-20 |
| Abstrak | : | - |
Format Baru Pembangunan Politik Tanpa Persiapan Serius
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-3 (No. 3) |
| Halaman | : | 296-317 |
| Abstrak | : | - |
Bulan-bulan Politik sebagai Panglima?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisis CSIS |
| Volume / Edisi | : | XXXII-3 (No. 3) |
| Halaman | : | 286-295 |
| Abstrak | : | - |
The (lack of) relationship between secondary science teachers’ self-efficacy for culturally responsive instruction and their observed practices
| Pengarang | : | Zachary A. Stepp |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 9) |
| Halaman | : | 1504-1523 |
| Abstrak | : | There has long existed the argument that science teachers' self-efficacy directly correlates with instruction. Regarding self-efficacy for culturally responsive instruction (CRI), a promising equitable education approach, it is posited that lack of CRI exposure in coursework contributes to low self-efficacy and poor implementation. Yet, research has illuminated instances in which self-efficacy does not relate to performance, thus leading to uncertainty about the importance of cultivating teachers' self-efficacy for CRI. This explanatory sequential mixed methods study compared longitudinal data of 19 US secondary science teachers' self-efficacy for CRI with observed practices. Participants completed a graduate-level induction programme on culturally responsive and reflective science instruction at time of study. Data were collected in the form of self-assessments, video recordings of classroom practices, and semi-structured interviews. Results showed science teachers' self-efficacy for CRI was high and remained stable throughout the programme. When comparing CRI self-efficacy to observed instruction, science teachers scored themselves higher than did researchers. This discordance was significant and did not resolve during the programme, except sociopolitical consciousness-raising instruction. Interviews were explored to determine potential sources of discordance. These included forcible disincentives and misjudgment of CRI capability as being inconsequential. Implications for culturally responsive science teacher preparation are discussed. |
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years: a randomised controlled trial
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 9) |
| Halaman | : | 1483-1503 |
| Abstrak | : | The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers’ reform-based instruction, little is known about new science teachers’ implementation of science process skills, inquiry, and problem-based learning (PBL). The purpose of this study was to understand how participation in a two-year induction programme influenced the extent of science process skills, inquiry, and PBL new science teachers enacted in their classrooms. This mixed-methods randomised controlled trial (RCT) included three cohorts of treatment teachers (n = 77) and control teachers (n = 52). Data sources included three observation cycles each consisting of 7 lesson descriptions and a videotaped observation each year for two years. Results indicated that more treatment than control teachers incorporated process skills in year one and inquiry and PBL in year two. Both treatment and control teachers implemented process skills and structured inquiry more often than other types of inquiry and PBL. These results underscore the importance of sustained support during the induction years so new teachers can enact inquiry-based lessons that are student-centred and coherent. |
Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 9) |
| Halaman | : | 1459-1482 |
| Abstrak | : | Logical connectives are grammatical linkers that appear as essential components in the production of logical argumentation of inquiry and critical thinking in school science activities. However, these cohesive terms represent a language barrier for science student learning. Therefore, students’ lack in their understanding of academic connectives as well as their inability to properly use them in science school activities are fundamental issues concerning science teachers’ awareness of the particular difficulties students usually experience with this type of academic words. Thus, this study has aimed to help 11th grade science students to improve their ability to perform scientific writing in English and then to exemplify for science teachers how they can incorporate specific supporting language activities into their science lessons. Particularly, student reasoning enhancement has focused on giving them multiple exposures and opportunities to practice with logical connectives in an engaging context. This teaching support has successfully scaffolded student ability to gain knowledge on those terms, which has prompted their capacity to express themselves scientifically. |
The long-term effects of introducing the 5E model of instruction on students’ conceptual learning
| Pengarang | : | Francesc Garcia I Grau |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 9) |
| Halaman | : | 1441-1458 |
| Abstrak | : | The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students’ conceptual learning as a consequence of an intervention that introduced the 5E model to their teachers five years earlier. Two questionnaires measuring the prevalence of alternative conceptions about the kinetic-molecular theory were performed over a five-year interval (pre-test in 2014 and post-test in 2019). 725 students participated, 371 in pre-test and 354 in post-test. In schools where the 5E model was introduced, statistically significant differences were observed in the percentage of correct answers between the pre- and post-test in both grades (p = 0.003 and 0.0028, respectively), with Cohen’s d = 0.427 and 0.439, respectively, indicating a relevant effect size, while in control schools no statistically significant differences were reported in either grade. These results provide strong evidence regarding the long-term sustainability of interventions aiming to change teachers’ practices in favor of active learning methods such as the 5E model and their positive effects on students’ conceptual learning. |
Factual knowledge of students about plants is associated with attitudes and interest in botany
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 43 (No. 9) |
| Halaman | : | 1426-1440 |
| Abstrak | : | Plants are crucial parts of ecosystems but are traditionally considered boring and difficult by students. It is therefore not clear whether factual knowledge about plants contributes to building positive attitudes and interest in botany. We investigated whether factual knowledge about monocotyledonous plants is associated with secondary students’ attitudes toward and interest in plants. Furthermore, we examined whether self-reported plant cultivation experiences and gender differences exist in attitudes toward plants. Factual knowledge about monocotyledonous plants significantly correlated with attitudes toward plants and these attitudes were greatly influenced by interest in botany, ecology, evolution, and zoology, but not with other, more distant biological disciplines (e.g. microbiology, or health and nutrition). Females received better scores in knowledge and attitudes toward plants, but interest in plants was similar between males and females. We suggest that (1) factual knowledge in botany is essential in building positive attitudes toward plants and that (2) inter-connections between botany with zoology, ecology and evolution may help with elimination of plant blindness and building positive attitudes toward plants. |