Authors:Nor Hasnida Chemdghazali, Zahari Suppian, Hishamuddin Ahmad, Syaza Hazwani Zaini, Tajul Rosli Shuib Pages: 288 - 295 Abstract: E-learning practices and the competency in assessment should facilitate one’s academic performance. The main purpose of this study is to explore the degree of influence of e-learning practices and competency in assessment on academic achievement of students. This study is a quantitative approach using survey method involving the process of data collection through the administration of constructed instruments. The population of the study involves student teachers from the three selected universities in Selangor and Perak. Sample selection is drawn using random sampling technique. A total of 460 student teachers are selected. The questionnaire for e-learning practices is adapted from OLES (Renee, 2011) and the competency in assessment comes from Zahari (2018). The structural equation modeling (SEM) analysis is used to test the hypothesized relationship. The results show that e-learning practices, knowledge in assessment, skills in assessing, and attitude in assessment significantly influence students’ academic achievement. E-learning practices emerge as the strongest predictor of student achievement, with a significant standardized regression coefficient of 0.39. This is followed by skills in assessing (0.27), knowledge in assessment (0.09), and lastly attitude in assessment (0.08). The core findings of the study have some implications for higher education and practice, measurement and theory development, and future research. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.63622 Issue No:Vol. 43, No. 2 (2024)
Authors:Galiya Otynshina, Raifa Dusembinova, Svetlana Odintsova, Kulzhan Aidarbekova, Bayan Shaushekova Pages: 296 - 304 Abstract: This work aims to identify effective means of distance learning methods for developing pedagogical competence among student-teachers. To achieve this goal, the study applies various methods and approaches, including dialectical and functional methods, alongside analysis and synthesis, pedagogical observation, comparison, and classification. The research employed these methodologies to analyze existing literature and explore best practices in distance learning for teacher training. The research yielded significant theoretical and practical contributions. The theoretical foundation strengthens the understanding of how distance learning can foster pedagogical competence. The practical value lies in its potential application as both instructional and methodological material for training future teachers. It can also serve as a tool for practicing educators to improve their skills by familiarizing them with effective distance learning tools and strategies. Future research should explore the evolution of distance learning methods in teacher training, identify potential shortcomings of distance learning approaches, and propose effective solutions to overcome these limitations. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.55290 Issue No:Vol. 43, No. 2 (2024)
Authors:Widiyanto Widiyanto, Hendra Setyawan, Suharjana Suharjana, José Vicente García-Jiménez, Ratko Pavlovic, Agnieszka Magdalena Nowak, Nugroho Susanto, Gusliana-HB Gusliana-HB, Mohd Izwan Bin Shahri Pages: 305 - 313 Abstract: This study aims to compare how students learn archery skills in terms of physiological ability factors arising from first, middle, and last shots. Arm muscular strength is one physiological ability aspect that affects archery skills. Physical fitness has a big impact on archery success or accomplishment. This comparative quantitative study aims to ascertain how much student learning outcomes for archery skills vary or differ from one another. Thirty individuals from five different classes of Physical Education, Health, and Recreation (2019/2020) were sampled using the cluster random sampling method. Inferential one-way ANOVA descriptive statistics were employed for data analysis in this study, with a significance threshold of α 0.05. The research results show a difference in the average of the three archery skills learning outcomes for the students. The differences are between the outcomes of the first shot (encroachment), middle shot, and final shot. The results of Tukey’s post hoc follow-up test indicated that (1) there was a significant difference (p < 0.05) in the average shot result (encroachment) between the first and the middle shots; (2) there was a significant difference (p < 0.05) in the average shot result (increase) between the first and the last shots; and (3) there is no significant difference (p < 0.05) in the average shot results between the middle shot and the last shot (p < 0.05). PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.63268 Issue No:Vol. 43, No. 2 (2024)
Authors:Nyimas Aisyah, Ismet Ismet, Cecil Hiltrimartin, Ida Sriyanti, Sary Silvhiany, Meilinda Meilinda Pages: 314 - 327 Abstract: Climate change demands urgent attention from both teachers and students. As pivotal agents of change, preservice teachers play a crucial role in shaping a generation that values and conserves the environment. This study investigated how academic background (mathematics/science vs. non-mathematics/science) influences preservice teachers' attitudes toward climate change and their value orientations. The study included 287 mathematics/science and 182 non-mathematics/science preservice teachers who completed a 50-item questionnaire. Structural Equation Modeling (SEM) was employed to analyze the gathered data. The findings indicated that academic background did not significantly influence preservice teachers' value orientations or attitudes toward climate change. This suggests the presence of other influential factors not examined in this study. Given these results, adopting a comprehensive, interdisciplinary approach to environmental education is imperative. Such an approach can better equip preservice teachers with the knowledge and skills needed to effectively engage students in understanding and addressing climate change. Further research should focus on identifying these additional influencing factors. This will enable educators to refine environmental education strategies, fostering a future generation that values and actively contributes to environmental stewardship. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.64598 Issue No:Vol. 43, No. 2 (2024)
Authors:Sucipto Sucipto, Ahmad Munjin Nasih, Kukuh Miroso Raharjo, Muhammad Khoirul Fatihin Pages: 328 - 343 Abstract: The primary objective of this study was to enhance the proficiency of professional community assistants to promote the achievement of Sustainable Development Goals (SDGs) within rural communities in Indonesia. Utilizing qualitative methodologies encompassing observational techniques, interviews, document analysis, and focus group discussions (FGDs), the research formulated a comprehensive approach. The suggested methodology promotes self-directed learning, active involvement in professional communities, participation in training initiatives, structured communication with supervisors, attentiveness to community development matters, cooperation with local authorities, and the development of comprehensive planning materials. These tactics enable community facilitators to enhance the alignment of their duties with the objectives of the SDGs. Nevertheless, the study admits several inherent limits that arise from the intricate nature of varied community contexts, restrictions on resources, and the varying levels of engagement from local leadership. To tackle these challenges, it is imperative for future research to prioritize long-term impact assessments, thoroughly examine contextual factors that influence the effectiveness of strategies, and endeavor to quantify the influence of these strategies on the achievement of the SDGs. By doing so, research can establish a more robust basis for policy recommendations and initiatives aimed at community development. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.66623 Issue No:Vol. 43, No. 2 (2024)
Authors:Zamsiswaya Zamsiswaya, Abdelaziz Ibrahim Mounadil, Sara Abdel-Latief Pages: 344 - 357 Abstract: A project-based learning method is required to develop students' scientific thinking in akidah akhlak (moral theology). This study employed a phenomenological approach to investigate whether and to what extent identity processes and Islamic behavior are developing project-based learning methods for madrasah aliyah teachers of moral theology. It involved twenty moral theology teachers and in-depth interviews to reveal the narrative of teachers' practice in using project-based learning methods. Thematic analysis of twenty teachers' two-group interviews showed that teachers' personal beliefs provided a religiously motivated narrative framework that aided in interpreting one's experiences. Individual Islamic behavior, religiosity, and identity creativity play a role in developing project-based learning methods for moral theology. In addition to attributing creativity from a God-given personality to learning in moral theology, the primary bond in developing project-based learning methods is the application of Islamic principles and Islamic behavior. Following the learning of moral theology, students' identities, Islamic behavior, and scientific thinking, the use of project-based learning methods by madrasah teachers experienced a significant increase in quality. Finally, the findings of this exploratory study indicate that Islamic behavior and personal identity can enhance project-based learning methods. Large-scale research could provide more evidence to reconsider the role of religious education in teacher training as an essential factor in developing project-based learning methods for moral theology teachers. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.51909 Issue No:Vol. 43, No. 2 (2024)
Authors:Halah Kamal, Norizan Abdul Razak, Ashinida Aladdin Pages: 358 - 369 Abstract: Academic leaders in the field of English language teaching (ELT) have come to recognise the vital role of culture in ELT. However, the influence of academic leaders' cultural backgrounds on their communicative competence has not been well-researched. This research aims to investigate the cultural factors affecting communicative competence among academic leaders. Semi-structured online interviews were conducted with nine university leaders from different Iraqi universities, with the criteria being academic leaders who have been in service for more than three years. Four theories serve as its framework and direction: the theories of planned behavior, communicative competence, leadership competence, and communication competence. Interviews were transcribed and analysed using thematic analysis, following key factors such as the impact of each academic leader's cultural background on his or her communicative competence. Effective communication skills have been identified as helpful in problem-solving and developing critical skills. The recommendation is to organise training for academic leaders to use English correctly and appropriately to accomplish communication goals. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.52771 Issue No:Vol. 43, No. 2 (2024)
Authors:Miftahuddin Miftahuddin, Aman Aman, Rhoma Dwi Aria Yuliantri Pages: 370 - 380 Abstract: This study aims to examine the implementation model of instilling Islamic characters at SMP-SMA Al-Irsyad Al-Islamiyyah Boarding School Purwokerto. This study employs a qualitative research design, utilizing observation, interviews, and document analysis as data collection techniques. The collected data are then analyzed to understand the character education model at Al-Irsyad. The research findings indicate that the formation of Islamic characters at SMP-SMA Al-Irsyad Al-Islamiyyah Boarding School Purwokerto is conducted through Islamic Religious Education (PAI) subjects, which include Akhlaq (ethics), Aqidah (creed), Fiqh (Islamic jurisprudence), and Tarikh Islam (Islamic history) as the learning materials. The Akhlaq lesson aims to promote honesty, integrity, and noble character for the students while eliminating feelings of envy. Meanwhile, the specific goal of Islamic character formation is instilled through Aqidah lesson. The Aqidah curriculum directs students to avoid practices in Islam that are considered deviant from monotheism, such as acts of shirk (polytheism), Tawassul (seeking intercession), and Tabarruk (seeking blessings). Some implications of this understanding result in Al-Irsyad not allowing the students to "salute the red-and-white flag" or "observe a moment of silence" during flag ceremonies. Additionally, the Al-Irsyad students are not permitted to sing the national song "Padamu Negeri," as this song negates Allah's presence. Such practices typically occur due to a textual interpretation and understanding of Islamic sources, the Qur'an, and Hadith. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.66516 Issue No:Vol. 43, No. 2 (2024)
Authors:M. Zaini Miftah, Utami Widiati, Anik Nunuk Wulyani, Tengku Intan Suzila Pages: 381 - 397 Abstract: The amount of research discussing preservice teachers’ (PSTs) critical reflection on teaching practicum in transformative learning (TL) within teacher education programs is evident. However, research investigating PSTs’ pedagogical competence (PC) and TL through the lens of critical reflection on Indonesian EFL teaching practicum settings is limited. The study aimed to investigate what PSTs learned from critical reflection on a dual online-offline teaching practicum for developing PC and how they performed TL. Ten PSTs engaged in a two-month teaching practicum experience within the English teacher education preparation program of a state university in Central Kalimantan Indonesia were purposely sampled in this case study. Multiple data were garnered through reflective journals and focus group interviews. Data were analyzed deductively and thematically to explore prominent themes. The results shed some light on lessons learned encompassing the instructional practices for PSTs’ PC development and their improved PC. PSTs performed TL by boosting students’ ability in changing mindsets and thinking habits in learning and making them aware of learning and becoming better learners. The research implication provides empirical evidence pertaining to how critical reflection on the dual online-offline teaching practicum contributes to PSTs’ PC development and TL performance for professional development. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.54371 Issue No:Vol. 43, No. 2 (2024)
Authors:Rusdinal Rusdinal, Aan Komariah, Bambang Budi Wiyono, Ranti Meizatri, Rifma Rifma Pages: 398 - 410 Abstract: This study aims to analyze the e-leadership capacity of school principals and change readiness in dealing with the disruption of learning innovations to implement independent learning policies.This research was conducted using an ex post facto approach with a correlational study.The respondents were teachers (N=300) from 30 junior high schools in Sumatra Barat Province, Indonesia. The data were then analyzed using SEM Smart PLS. The analysis of the relationships between the variables was determined by referring to the original sample value and the T-statistic outputs from Smart PLS. The significant value of the path was determined using testing criteria with a significant value of (α) 5% and a T-statistic standard < 1.96. The results show that every relationship formed has a positive and significant relationship. It can be concluded that the e-leadership capacity variable has a positive and significant impact on readiness for change, learning innovation disruption, and Merdeka Belajar policy, as well as their indicators. This research recommends that school principals and school management teams increase e-leadership capacity so that the readiness of every element in the school to face changes is better. Thus, the disruption of learning innovation that continues to develop can be accommodated with good capacity from institutions and individuals. In this context, the Merdeka Belajar policy as an educational innovation in Indonesia can be implemented optimally. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.71589 Issue No:Vol. 43, No. 2 (2024)
Authors:Basyaruddin Daulay, Haidir Haidir, Firmansyah Firmansyah Pages: 411 - 421 Abstract: This study investigates the impact of managerial competence and achievement motivation on the leadership effectiveness of high school principals in Medan City. Employing a robust quantitative approach, the research encompasses a total population of 231 principals, from which a representative of 144 individuals was drawn utilizing the Cochran formula for sample. Questionnaires with a Likert scale were used for data collection. The analytic framework involves path analysis to elucidate the relationships between variables. Empirical findings from the path analysis underscore the significant direct effects of managerial competence and achievement motivation on leadership effectiveness, with path coefficients of 0.164 and 0.189, respectively. The results highlight the critical role of enhancing managerial skills and fostering motivational drives among principals to elevate their leadership capabilities. Consequently, the study advocates for strategic initiatives to bolster these competencies to advance leadership effectiveness in the educational sector. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.61912 Issue No:Vol. 43, No. 2 (2024)
Authors:Lukas Maria Boleng, Veramyta Maria Martha Flora Babang, Maria Andriani Barek Ladjar, Jurdan Martin Siahaan, I Nyoman Wahyu Esa Wijaya, Erwin Sarnoto Neolaka Pages: 422 - 429 Abstract: The study investigates how structured workout sessions influence the productivity of students in completing a thesis as the final assignment in the bachelor's degree. Eigh-semester students from the Physical Education study program participated, with one group engaging in a 30-minute workout over eight sessions and a control group of 15 students not participating in these sessions. Using observation and monitoring tools, the study assessed the impact of these workouts on thesis preparation. Regression analysis showed a determination coefficient (R’) of 0.729, indicating that 72.9% of the productivity variance was due to the workout sessions. Additionally, a 32% increase in assignment progress was observed in the experimental group. These results demonstrate a strong correlation between regular workouts and increased productivity in completing final assignments, highlighting the benefits of incorporating physical activity into academic routines. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.68064 Issue No:Vol. 43, No. 2 (2024)
Authors:Ali Sunarso, Fiky Herdianto Pages: 430 - 438 Abstract: The teacher's lecture and question-and-answer method do not provide meaningful engagement for students, necessitating the adoption of different learning strategies. This study aims to determine the effect of the Modelling the Way strategy, assisted by Canva media, on 4th-grade students’ Islamic education learning outcomes. This research employed a quantitative approach with a Pre-Experimental Design (non-design) in the form of a One-Group Pretest-Posttest Design. The population in this study consisted of fourth-grade students at SDN 2 Gulang Mejobo Kudus, with a total sample of 31 students. Data collection techniques included observation, interviews, and tests. The results of the t-test show that t_count = 5.380 > t_table = 2.042, so Ha is accepted. The results indicate an effect of the Modelling the Way strategy on the fourth-grade students’ Islamic education learning outcomes. The average pretest score was 63.71, and the average posttest score was 79.03. Therefore, there is a significant increase in posttest learning outcomes using the Modelling the Way strategy compared to the pretest. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.60691 Issue No:Vol. 43, No. 2 (2024)
Authors:Widarto Widarto, Bernardus Sentot Wijanarka, Aris Eko Wibowo Pages: 439 - 452 Abstract: Electronic-based learning or commonly called e-learning or online learning has become an important component of learning in vocational high schools considering the need to prepare students to face future challenges. The aim of this study is to evaluate teachers' readiness for online learning, identify difficulties faced by teachers, identify the e-learning platforms used, and examine the learning methods used. The research respondents were 118 vocational-school teachers in mechanical engineering throughout Indonesia. The research instrument was a questionnaire distributed online using Google Form, and the results were analyzed using descriptive statistics. The results of the study revealed that most Mechanical Engineering Vocational School teachers stated that they were not ready to implement e-learning, and the readiness of productive teachers was lower than that of adaptive teachers. The main difficulties experienced by teachers in e-learning are in the aspects of learning facilities and implementation of the learning process. The digital platform most used by teachers is social media, followed using video conferencing, and LMS is the platform that is used the least. Teachers have implemented student centered learning methods combined with teacher centered learning in online learning. Learning innovation is needed in the form of integration of methods, platforms and media that can accommodate teachers' difficulties, especially for productive subjects that require practice to form hard skills competencies PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.58033 Issue No:Vol. 43, No. 2 (2024)
Authors:Asmaa Abusamra Pages: 453 - 458 Abstract: In 2020, conducting education at a distance was obligatory while the world fought the coronavirus disruption. Technology utilization in distance education has demonstrated its significance in teaching English to instructors and learners. This quantitative study examines university EFL learners’ perceptions regarding using second-generation Web 2.0 tools (Quizizz, Socrative, Edmodo, and Quizlet) in developing their English skills. This study was conducted with 150 students of the general English language requirement course at the University College of Applied Sciences in Gaza. The results of this study indicate that the participants appeared to have positive attitudes towards using Web 2.0 tools in general. The study results further indicate that both intermediate and low-level students reported more positive opinions about implementing the digital tools individually or altogether when compared to other advanced-level students. The participants differed significantly in terms of their perceptions of the awareness and actual usage of the Web 2.0 tools. The implications of this study indicate that these repeatedly used Web 2.0 tools as curricular tasks could be substituted or replaced with other digital tools to alleviate the oversaturation and reluctance to use digital tools by EFL learners. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.56749 Issue No:Vol. 43, No. 2 (2024)
Authors:Raden Sunardianta, Lantip Diat Prasojo, Hari Yuliarto, Firmansyah Firmansyah Pages: 459 - 469 Abstract: Developing learning management models is crucial to address the diverse needs of effective learning while promoting active participation, preventing discrimination, and safeguarding students' rights and responsibilities in line with their growth. This article aims to create a child-friendly school-based learning model for health and physical education in elementary schools and validate it through expert assessments. Following Brog and Gall's model development approach, data collection involved assessment questionnaires administered to various stakeholders, including school supervisors, principals, teachers, students, and committees. The findings underscore the importance of incorporating diverse learning methods, adequate infrastructure, gender sensitivity, and meaningful learning experiences into the model. The three sequential stages' assessment results demonstrate the proposed model's high feasibility, scoring consistently high across stages. Referred to as a model, this innovative model showcases significant promise, suggesting further refinement to ensure its efficacy in addressing multifaceted learning requirements, fostering inclusive participation, and upholding students' rights and obligations per their developmental stage. This study highlights the need for evolving learning management models to cater to diverse educational needs effectively. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.64652 Issue No:Vol. 43, No. 2 (2024)
Authors:Sari Karmina, Ben Dyson, Lestari Setyowati Pages: 470 - 479 Abstract: Evidence has shown that social and emotional learning (SEL) improves students’ behavior, attitudes, peer relationships, and academic outcomes. However, teachers have challenges in promoting SEL due to insufficient professional development and pedagogical strategies. Cooperative learning, a pedagogy promoting student-centered learning, has been suggested to help teachers foster students’ SEL. However, little research has been conducted to investigate cooperative learning alignment with SEL. Thus, this current study explores teachers’ perspectives on implementing cooperative learning to promote students’ SEL. Seven elementary school teachers implementing cooperative learning and SEL in their classrooms joined the study. A qualitative interpretative case study design was used. Teacher interviews as primary data, and field notes, teachers’ artefacts, lesson plans, and teaching videos were collected. Thematic analysis was used to analyze the data from the teacher interviews and field notes. Four themes were generated: group roles, exploring potentials and weaknesses, meaningful interactions, and consensus decision-making. The findings suggest that cooperative learning through clear group roles promotes elementary school students’ self-awareness and social awareness, meaningful interactions, and consensus decision-making. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.68447 Issue No:Vol. 43, No. 2 (2024)
Authors:Salamah Salamah Pages: 480 - 491 Abstract: This research aims to explore the intricate relationships between attitudes towards the teaching profession, teaching experience, self-concept, and teaching competencies among elementary school teachers. The study's sample comprises 40 first-grade teachers from elementary schools in Yogyakarta, selected through a multistage cluster random sampling technique. The findings of this research indicate several key correlations: (1) a positive correlation exists between attitudes towards the teaching profession and teaching competencies; (2) teaching experience positively correlates with teaching competencies; (3) self-concept also shows a positive correlation with teaching competencies. Moreover, the study reveals that attitudes towards the teaching profession, teaching experience, and self-concept collectively contribute to a significant positive correlation with teaching competencies. These results highlight the multifaceted nature of teaching proficiency and underscore the importance of fostering positive attitudes, accumulating teaching experience, and developing a strong self-concept to enhance educational outcomes in elementary education. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.69543 Issue No:Vol. 43, No. 2 (2024)
Authors:Azizah Zain, Siti Nor Amalina Ahmad Tajuddin Tajuddin, Irwan Mahazir Ismail, Abdul Halim Masnan, Muhammad Fazli Taib Saerani Saerani, Maisarah Mohd Alim Pages: 492 - 501 Abstract: The uniqueness of the Malay dance community should be introduced to children, so that the beauty of the dance movements will be preserved. Therefore, this study examined preschoolers' content and the contextual needs of developing the traditional Malay dance model. Quantitative studies using this survey method aim to obtain information about the context and content of traditional Malay dance models. The utilized tool was a validated questionnaire that had undergone expert validation and piloting. 125 Malaysian Ministry of Education (MOE) preschool teachers were selected as the study sample based on their experience and qualifications in Early Childhood Education. The data collected were analyzed with descriptive statistics using SPSS version 26. The findings indicate that the necessities of the context should inhibit the aspects of creative movement. The results refer to the content aspect of the model of the basic movement elements in the traditional dances of the Malay community that should be taught to the children. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.52980 Issue No:Vol. 43, No. 2 (2024)
Authors:Safuri Musa, Ade Maman Suherman, Sujarwo Sujarwo, Sri Nurhayati Pages: 502 - 512 Abstract: This research explores the commitment of Indonesian educators to Continuous Professional Growth (CPG) and lifelong learning. With the rapidly changing educational landscape, educators must adapt to emerging pedagogical trends, harness new technologies, and lead both inside and outside the classroom. This study utilized a qualitative case study approach, encompassing semi-structured interviews, classroom observations, and document analysis, to deeply understand ten driving school educators' experiences, perceptions, and motivations regarding lifelong learning in Indonesia. Findings indicate educators' involvement in teacher selection, school development, and digital transformation. Their dedication to innovation, feedback, collaboration, and skill development, especially in technology and instructional approaches, underscores their commitment to continuous growth. The study emphasizes the multifaceted nature of educators' lifelong learning journeys and the importance of adaptability, collaboration, and technology in modern education. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.66654 Issue No:Vol. 43, No. 2 (2024)
Authors:Yuyun Ariwibowo, Sugiyanto Sugiyanto, Agus Kristiyanto, Slamet Riyadi Pages: 513 - 520 Abstract: This research is aimed at determining the effectiveness of the modified TGfU volleyball learning model in enhancing the technical skills of male senior students at elementary schools. The research method used to test effectiveness was an experimental research method by comparing the modified TGfU volleyball learning model with traditional physical education classes typically taught by teachers at school. This research was conducted at Kepuh Elementary School with the subjects of 20 male senior students as the experimental group and Patalan Baru Elementary School using the same 20 male senior students as the control group. The instruments used were the American Alliance for Health, Physical Education, and Recreation (AAHPER) Serving Accuracy Test and the Brumbach forearm pass wall-volley test. The application of the modified TGfU volleyball learning model shows the differences in results between the experimental group and the control. The results of the research show that here were differences between the experimental and control groups in the forearm serve (p < 0.001), overhead serve (p < 0.001), and forearm passing skills (p = 0.004), with a p-value of less than 0.05 indicating that the difference is statistically significant. The findings demonstrate that the modified TGfU volleyball learning model outperforms the traditional PE teaching method in enhancing the forearm serve, overhead serve, and forearm passing skills. PubDate: 2024-05-31 DOI: 10.21831/cp.v43i2.66632 Issue No:Vol. 43, No. 2 (2024)
Authors:Abbas Pourhosein Gilakjani, Reihaneh Sheikhy Behdani Pages: 521 - 533 Abstract: Engaging students in peer review to improve their writing has become a pedagogical approach. However, little evidence has supported the effects of web-based (WB) peer evaluation on students’ writing enhancement. In terms of linguistic features, the present study, employing a quasi-experimental design, investigated the effect of WB versus face-to-face (FTF) peer review on ESP students' writing. Three intact classes (N = 48, 53) were split into two experimental groups and one control group at random to achieve this aim. The results of the pretests revealed that all the participants were homogenous concerning language proficiency and writing ability based on the Oxford Quick Placement Test (OQPT) and a writing test. While there was no peer review for the control group, the two experimental groups practiced peer review, one through FTF interaction and one via Peermark, a WB program provided through Turnitin. The findings indicated that the experimental group outperformed the control group. The findings also showed that the FTF group outperformed the WB group in writing. However, the analysis of linguistic features in the two modes of peer review demonstrated that WB interaction can be more effective in improving writing fluency than FTF peer review. Implementation of the findings for teachers and teacher trainers has been discussed. PubDate: 2024-06-03 DOI: 10.21831/cp.v43i2.67384 Issue No:Vol. 43, No. 2 (2024)
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