Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)


Showing 1 - 34 of 34 Journals sorted alphabetically
Action in Teacher Education     Hybrid Journal   (Followers: 70)
Ámbito Investigativo     Open Access   (Followers: 4)
Éducation & Didactique     Open Access   (Followers: 4)
Educational Studies in Mathematics     Hybrid Journal   (Followers: 17)
Forum Exegese und Hochschuldidaktik: Verstehen von Anfang an     Full-text available via subscription  
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 11)
International Journal of Education through Art     Hybrid Journal   (Followers: 16)
International Journal of Learning and Change     Hybrid Journal   (Followers: 13)
International Journal of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 30)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
ISAA Review     Full-text available via subscription   (Followers: 1)
Jahrbuch für Pädagogik     Full-text available via subscription   (Followers: 2)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 6)
Journal of Learning Spaces     Open Access   (Followers: 14)
Journal of Montessori Research     Open Access   (Followers: 6)
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of University Teaching & Learning Practice     Open Access   (Followers: 42)
Jurnal Pendidikan Nonformal     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Middle School Journal     Hybrid Journal   (Followers: 4)
Mimbar Sekolah Dasar     Open Access  
Profile Issues in Teachers´ Professional Development     Open Access   (Followers: 6)
Psychology Learning & Teaching     Full-text available via subscription   (Followers: 10)
Reading and Writing     Hybrid Journal   (Followers: 20)
Revue française de pédagogie     Open Access   (Followers: 4)
RMLE Research in Middle Level Education     Open Access   (Followers: 2)
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Technology of Education Journal     Open Access   (Followers: 7)
Tréma     Open Access   (Followers: 1)
Writing & Pedagogy     Hybrid Journal   (Followers: 17)
Yearbook of the National Society for the Study of Education     Hybrid Journal   (Followers: 2)
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Similar Journals
Journal Cover
Mimbar Sekolah Dasar
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2355-5343 - ISSN (Online) 2502-4795
Published by Universitas Pendidikan Indonesia Homepage  [12 journals]
  • The Implementation of Cooperative Problem-Solving Rubric Towards Turkish
           Fourth Grade Students

    • Authors: Gülçin Karakus, Gürbüz Ocak
      Pages: 1 - 23
      Abstract: This study aimed to develop an analytical rubric for teachers to observe and evaluate students’ performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.
      PubDate: 2022-01-17
      DOI: 10.53400/mimbar-sd.v9i1.39390
      Issue No: Vol. 9, No. 1 (2022)
  • Teaching Literacy in First-Grade of Primary School During COVID-19

    • Authors: Mehmet Bozan, Hüseyin Anılan
      Pages: 24 - 42
      Abstract: Along with the COVID-19 pandemic, a new era had to be passed in education. The education process in Turkey has been maintained entirely or partially in the form of remote or distance education, or partly face-to-face since the outbreak in the process of being face-to-face education opportunities. This research seeks to examine in-depth how literacy teaching in the first grade, one of the essential processes of primary school education, took place during the pandemic. The research applied a case study, one of the qualitative research methods. In addition, the participants in this research were determined based on criterion sampling. The data were collected using semi-structured interviews with teachers and parents of students and the observations made by one of the researchers in online lessons. The data obtained were analyzed through content analysis. The findings are presented under the themes of "the teaching process, the stakeholders, and the factors that make the teaching process difficult". The conclusion reveals that the pandemic negatively affected the literacy teaching process, as well as every field. In other words, teachers could not get enough support from parents and MoNE so that teachers and parents were anxious.
      PubDate: 2022-01-17
      DOI: 10.53400/mimbar-sd.v9i1.38914
      Issue No: Vol. 9, No. 1 (2022)
  • Speaking Skills Attitude Scale for Primary School Students: Validity and
           Reliability Study

    • Authors: Emel Guvey Aktay, Ferah Mermi
      Pages: 43 - 57
      Abstract: The current study was conducted to develop a scale to measure students’ speaking skills attitudes. This study is a scale of development study. The current research study group comprises 225 third and fourth-grade students attending primary schools in Mugla in the 2019-2020 school year. After conducting a literature review and interviews with primary school students, an item pool consisting of 106 items was created. KMO value was found to be .759. The exploratory factor analysis was conducted on the 32-item scale, and a scale composed of 18 items gathered under three sub-dimensions was obtained. Cronbach Alpha test was found to be .78. Thus, it can be said that the scale developed to measure primary school students’ attitudes towards speaking skills is a reliable and valid scale. In addition, it can be noted that this scale will provide convenience in measuring primary school students’ attitudes towards speaking skills and in evaluating and interpreting students’ attitudes.
      PubDate: 2022-03-30
      DOI: 10.53400/mimbar-sd.v9i1.41577
      Issue No: Vol. 9, No. 1 (2022)
  • The Impact of Allosteric Learning on Students’ Academic Achievement and
           Research Skills in the 5th Grade Social Studies Course

    • Authors: Hüseyin Bayram
      Pages: 58 - 80
      Abstract: Allosteric learning approach advocates the acquisition of knowledge through experiences, and this could be appropriate for social studies course since its content is based on daily life. This study was conducted in a middle-school located in a province of Turkey during the fall-semester of the 2021-2022 academic year. The study investigated the impact of allosteric learning on 5th grade learners’ academic achievement and research skills in social studies course. Moreover, the participating learners’ views on the impact of allosteric learning on their academic achievement and research skills were also explored. The mixed embedded design was employed in the study. The participants consisted of 48 students, 23 in the experimental and 25 in the control group. To collect data, Science, Technology and Society Achievement Test, Research Skills Test, and interview form were employed. For analysis, t-test for independent samples, covariance analysis, and content analysis were used. It was found that the social studies course carried out within the scope of the allosteric learning approach increased students’ academic achievement and improved their research skills. In addition, students believed that allosteric learning increased their academic achievement and equipped them with research skills.
      PubDate: 2022-04-05
      DOI: 10.53400/mimbar-sd.v9i1.43805
      Issue No: Vol. 9, No. 1 (2022)
  • The Relationship between Pre-service Primary School Teachers'
           Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency,
           and Financial Literacy Attitudes and Behaviors

    • Authors: Ahmet Oguz Akcay, Muhammed Serhat Semercioglu, Hasan Güllü
      Pages: 81 - 97
      Abstract: Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.
      PubDate: 2022-04-07
      DOI: 10.53400/mimbar-sd.v9i1.41270
      Issue No: Vol. 9, No. 1 (2022)
  • Museum Education with Storyline Method: How Do Primary School Students
           Perceive Historical Artifacts'

    • Authors: Nur Ütkür Güllühan, Gökhan Özden, Derya Bekiroğlu
      Pages: 98 - 124
      Abstract: An educational museum is an active learning environment created for students’ participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings, there was a positive change in students' perceptions of the importance and preservation of historical artifacts. In addition, as a result of the Storyline Method, the students had "happiness, excitement, sightseeing" feelings and thoughts about historical works.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.43317
      Issue No: Vol. 9, No. 1 (2022)
  • Pre-Service Primary Teachers’ Opinions about the Course of Practice
           Teaching through Distance Education

    • Authors: Güler Göçen Kabaran, Sedat Altintas
      Pages: 125 - 139
      Abstract: Due to the coronavirus pandemic affecting the world, face-to-face higher education practices were suspended in most countries, and teaching processes continued with distance education methods. This method has prevented university students from taking theoretical and practical courses face-to-face. In this regard, the teaching practice course, which is the fundamental course for professional preparation in education faculties, was conducted at a distance, in which its effectiveness becomes questionable. Hence, this research aims at determining the prospective classroom teachers' views about the process of conducting the teaching practice course at a distance. This research employs case study design by involving 37 pre-service primary teachers attending the education faculty of a state university. In addition, the data collection were done using a semi-structured interview form developed by the researchers, which was then analyzed using content analysis. The results conclusion showed that the pre-service teachers expressed opinions about the theoretical and practical dimensions, expectations, level of content, and suggestions for the development of the course.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.42615
      Issue No: Vol. 9, No. 1 (2022)
  • How Do Middle School Mathematics Teachers Conceptualize Open-Ended

    • Authors: Erhan Bingolbali, Hilmi Furkan Cevik
      Pages: 140 - 160
      Abstract: The study aims at examining middle school mathematics teachers' conceptions of open-ended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic study aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.43742
      Issue No: Vol. 9, No. 1 (2022)
  • Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior
           regarding Creative Teaching for Elementary School Students

    • Authors: Winda Ria Sutjonong, Rose Mini Agoes Salim, Shahnaz Safitri
      Pages: 161 - 173
      Abstract: Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy. 
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.44253
      Issue No: Vol. 9, No. 1 (2022)
  • Perceived Effectiveness of Students’ Punishment by Teachers in Osun
           State, Nigeria

    • Authors: Falilat Anike Okesina
      Pages: 174 - 187
      Abstract: Anti-social behaviors among Nigerian in-school adolescents continue to increase in an alarming rate. This study assessed teachers’ perceived effectiveness of punishment on student by in Osun State, Nigeria. Participants’ age and years of teaching experience were examined. The research design employed in this study was survey with a population of 200 teachers as the participants. For data collection, a questionnaire designed by the researcher was administered. Percentage, t-test and Analysis of Variance (ANOVA) were used to analyze the two postulated null hypotheses at 0.05 alpha level. Results showed that teachers in Osun State perceived punishment on students as highly effective; no statistical difference was found in the participants responses based on age and years of teaching experience. It was recommended that teachers should be aware of the positive ways of executing punishment for it to be effective by attending trainings, talk shows, seminars, and workshops.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.40762
      Issue No: Vol. 9, No. 1 (2022)
  • Digital Training in Building Chatbot-based Online Learning Media: Action
           Research for Teachers in Semarang City through the "Train The Teachers"

    • Authors: Devana Afriani Dewi, Julia Julia, Christian Jonathan
      Pages: 188 - 208
      Abstract: The lack of student learning motivation and teacher difficulties in monitoring student learning progress is considered to be the main problems in distance learning, especially during the COVID-19 pandemic. This research employed action research methods by involving 20 teachers in several elementary schools in Semarang City spread across several sub-districts. The research results obtained: First,  six steps to determine the increase in teacher creativity and understanding, namely the introduction of chatbot and chatbot templates as digital learning media in schools; the implementation of the first training session; the assignment of creating and designing chatbots from templates; the implementation of the second training session and finale chatbot feedback. Second, during digital chatbot training, Acita template was used to see an increase in teacher creativity and understanding of chatbots. The result revealed that, in the aspect of teacher creativity, the point of chatbot design creativity had increased by 41%, creativity in material integration had increased by 46%, and interactive creativity in chatbots had increased by 33%. In addition, in the aspect of teacher understanding, the points of understanding of chatbot structure and understanding of chatbot development had increased by 47%.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.44460
      Issue No: Vol. 9, No. 1 (2022)
  • Autonomy Practiced by English Primary School Teachers to Develop Teaching

    • Authors: Hasbie Felayabi, Pupung Purnawarman, Didi Sukyadi
      Pages: 209 - 230
      Abstract: Teachers’ autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers’ autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers’ perceptions about teachers’ autonomy, finding out what they have implemented in promoting teachers’ autonomy, and acknowledging their awareness of the importance of teachers’ autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers’ autonomy was driven by the teachers’ needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers’ autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.44130
      Issue No: Vol. 9, No. 1 (2022)
  • Revealing Fifth-Grade Students’ Understanding of the Universe

    • Authors: Fatma Coştu, Nesibe Firdevs Özdemir, Bayram Coştu
      Pages: 231 - 252
      Abstract: Previous research has shown that students at almost all levels have misconceptions about both the shapes and sizes of celestial bodies in space. This study is essential to conduct on the students who take space topic in their schools for the first time This study aims at revealing fifth-grade students’ alternative conceptions about the size of the sun, earth, and moon and their relative positions to each other. This study employs action research by using a forced questionnaire and interview were used as the research instruments and involved 78 fifth-grade students as participants. To collect data, all students initially responded to a forced question questionnaire. Then, based on their responses, four students were chosen to be interviewed to clarify their alternative conceptions. The data analysis was carried out using interview and questionnaire data to reveal understanding and alternative conceptions of students’ responses. The results found that students had alternative conceptions of the earth’s shape in their minds. Moreover, alternative conceptions are commonly found in the sun, earth and moon positions.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.43660
      Issue No: Vol. 9, No. 1 (2022)
  • Enhancing Students’ Learning Motivation through Changing Seats in
           Primary School

    • Authors: Framz Hardiansyah, Muhammad Misbahudholam AR
      Pages: 253 - 268
      Abstract: The problem that teachers often face in primary school is the students’ low absorption in understanding a lesson. Currently, learning is still teacher-centered, which causes students to be less active in participating in the teaching and learning process. The problem in this research is how to enhance students' learning motivation through changing seats in primary school. This study is a quantitative study with a research design using a post-test-only control design. The data were collected using test and observation method and were analyzed using normality test, homogeneity test, t-test, and further hypothesis testing, which is to compare the learning outcomes of the experimental class and the control class. This study concludes that there was an increase in students' learning motivation through changing seats in primary schools, which can be seen from the results of data analysis showing that the value of tcount = greater than ttable = 2.2899 at a significant level of 5% (tcount > ttable ) count 3.0030 > table 2.2899, H0 was accepted.
      PubDate: 2022-04-30
      DOI: 10.53400/mimbar-sd.v9i1.43002
      Issue No: Vol. 9, No. 1 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

Your IP address:
Home (Search)
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-