scholarly journals Development process of content validity of pedagogical knowledge assessment in swimming

2020 ◽  
Vol 22 ◽  
Author(s):  
Gabriella Nelli Monteiro ◽  
Schelyne Ribas ◽  
Francisco Jiménez Jiménez ◽  
Tatiane Mazzardo ◽  
Nayanne Dias Araújo ◽  
...  
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Development Process ◽  
Pedagogical Knowledge ◽  
Knowledge Assessment ◽  
Practical Relevance ◽  
Objective Type ◽  
Task Organization

Abstract This study aimed to validate the content of items regarding an instrument of assessment of substantive contents, its organization and forms of practice, and pedagogical feedback in swimming sessions by the use of the coefficient of content validity (CVC). This analysis encompass the validation of instruments in a theoretical way, which has generated a grid of occurrences on items related to pedagogical knowledge of teaching and learning contents in swimming sessions. Three examiners took part in the sample. The three of them hold active experience of at least ten years in the teaching of swimming and have assessed 31 items according to the agreement related to criteria of clarity of language, practical relevance, theoretical relevance, and dimension. According to the minimum accepted agreement for the CVCi?0.7, three items from the grid were excluded, for they presented results under the expected regarding practical and theoretical relevance. Then, a new CVCtotal was measured, considering the 28 remaining items. CVCtotal was satisfactory in the three criteria, which demonstrated that the items were described clearly, they are adequate for the teaching and learning of swimming, and indicate to be in compliance with the competences the coach must have on the pedagogical knowledge when it comes to swimming. Subdivided in the dimensions of: nature of the task, organization and types of practice, pedagogical feedback and its subdimensions (objective, type, direction, and reference), the 28 items will pedagogically assist the swimming coach as to contents, organization of practice, and feedback.

The Development of Mobile Learning (M-Learning) Apps Adik-Adik Jawi to Enhance Learning Experience in Arabic Calligraphy

2021 ◽  
Vol 02 (01) ◽  
Author(s):  
Mohd Hatta Mohamed Ali ◽  
◽  
Anwar Hafidzi ◽  
Juliana Mohamed ◽  
Mariam Abdul Hamid ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Application Development ◽  
Research Article ◽  
Arabic Calligraphy

History has proven the development of Jawi calligraphy is in line with the development of Islam in the archipelago. It is the root of the nation’s identity that must be defended and maintained. As with other subjects, the challenge to learning Jawi calligraphy at this time is that the whole world including Malaysia is affected by the COVID 19 pandemic. Therefore, all learning activities are now geared towards teaching and learning from home (PdPR) as methods to ensure the continuity of education. Therefore, it is very important that Jawi calligraphy is given a new breath in teaching and learning. This research article will discuss the mobile learning approach (M-Learning) for Jawi calligraphy. Important elements discussed include the application development process according to the needs of teaching and learning activities. The features of the application that contribute to the improvement of students’ learning experience as well as the results of tests performed on students are also stated. The success of this M-Learning application for learning Jawi calligraphy will certainly be able to be further expanded to the learning of other subjects in various fields.

Performance Assessment for Principal Licensure: Evidence From Content and Face Validation and Bias Review

2017 ◽  
Vol 13 (2) ◽  
pp. 109-138 ◽  
Author(s):  
Margaret Terry Orr ◽  
Ray Pecheone ◽  
Jon D. Snyder ◽  
Joseph Murphy ◽  
Ameetha Palanki ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Task Performance ◽  
Content Validity ◽  
Development Process ◽  
Empirical Work ◽  
Principal Licensure ◽  
Face Validation

This article presents the validity bias review feedback and outcomes of new performance-based assessments to evaluate candidates seeking principal licensure. Until now, there has been little empirical work on performance assessment for principal licensure. One state recently developed a multi-task performance assessment for leaders and has implemented it for statewide use in initial principal licensure decisions; this development process is described here, focusing on content validity and bias review, and incorporates candidate and program faculty validiation as well. The results demonstrate the content validity, relevance, and feasibility of this new performance assessment for leaders, and yield implications for leader assessment generally.

scholarly journals Pelaksanaan Layanan Bimbingan untuk Mengatasi Anak yang Malas Belajar

ISLAMIKA ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 170-175
Author(s):  
Astri Putri Adinda ◽  
Annisa Nur Faizah Gaos ◽  
Rina Siti Nur Fatimah
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Development Process ◽  
Intellectual Abilities ◽  
Physical Abilities ◽  
Is Development ◽  
Teaching Learning

Teaching activities carried out by professional teachers are not only oriented towards the dimensions of the creative faculties, but are of the dimension and intention. Because in the perspective of educational psychology, teaching in principle means the process of teacher actions that make students learn. This behavior includes open behaviors such as reading skills (the realm of intention), closed nature such as thinking (the realm of copyright) and feeling (the realm of feeling) each teacher is responsible for determining the formulation of specific and general learning targets as goals of teaching and learning activities which must be achieved after the teaching-learning process activities are finished. The importance of learning, there are three forms of development that occur in every human being, namely motor development, that is development related to changes in physical abilities (motor skills), cognitive development, that is development related to intellectual abilities, social and moral development, namely the development process related to the process changes in the way each individual communicates or relates to others, both as individuals and as groups.

scholarly journals Learning Tool for Robotics Basic Programming Based on Contextual Teaching and Learning to Improve Problem-Solving Skills

2020 ◽  
Vol 26 (1) ◽  
pp. 76-82
Author(s):  
Muhamad Syariffuddien Zuhrie ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Lilik Anifah ◽  
Nur Hasanah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Development Process ◽  
Software Development Process ◽  
Problem Solving Skills ◽  
Implementation Processes ◽  
Design Error ◽  
Process Implementation ◽  
Contextual Teaching ◽  
Basic Course

In the robotics program design basic course, it is very essential to be able to construct programming and then translate it into the language. If there is a design error in the algorithms and mistakes in the flowchart or an error in translating it into a programming language, the application software would be unable to work. The objectives of this study are to develop the basic teaching module for Robotics Programming and to implement robotics courses oriented on contextual teaching and learning to enhance university students' problem-solving skills. This study was designed with pre-action, action and reports procedures. 4D development was employed in the software development process. Implementation processes cover four phases: identifying, planning, creating, and disseminating. The findings suggested that contextual teaching and learning enable students to be actively engaged in the learning process encourage and motivated more active students' activities and promote creativity.

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

Neo-Piagetian Theory and Research: enhancing pedagogical practice for educators of adults

2004 ◽  
Author(s):  
Catharine C. Knight ◽  
Rosemary E. Sutton
Keyword(s):  
Cognitive Development ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Pedagogical Knowledge ◽  
Pedagogical Practice ◽  
Classic Work ◽  
Research Findings ◽  
Piagetian Theory ◽  
Pedagogical Utility

Educators are continuously challenged to increase their pedagogical effectiveness when teaching adult learners. Neo-Piagetian theory and research, based on Piaget's classic work, provides promising concepts and tools to help educators enhance their pedagogical knowledge and competence when teaching adults. Consequently, through research findings and examples we explore the pedagogical utility of neo-Piagetian theory. Specifically, we examine: (1) the influence of cognitive development into adulthood on teaching, (2) the roles of functional and optimal levels of learner cognition, and (3) the pedagogical implications of employing neo-Piagetian concepts and research to support the teaching and learning endeavours of adult learners.

scholarly journals THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rohmaniyah Nia ◽  
Nur Ekaningsih
Keyword(s):  
Content Validity ◽  
Teaching And Learning ◽  
Face Validity ◽  
Control Group ◽  
Story Retelling ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

scholarly journals Big Books: Big, Bold, and Beautiful with Impacts

2021 ◽  
Author(s):  
Nine Febrie Novitasar ◽  
David Nurfiqih
Keyword(s):  
Elementary Schools ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Development Model ◽  
Problem Analysis ◽  
Remote Areas ◽  
New Learning ◽  
Teachers And Students ◽  
The One

Some Indonesian elementary schools include English as a local content subject. However, one aspect that is often missing in the process of teaching and learning is supporting teaching media. This is often found in schools based in remote areas, including the one at SD Negeri 6 Tambak Ukir, which is included in this study. The teaching and learning at this school is not fully accommodated because of the unavailability of teaching media. The students are not fortunate enough to afford commercial learning media. The problems worsen with the fact that the teachers have never been professionally prepared and trained to teach English. Such problems lead to meaningless learning. Concerning the issues, we developed five big books to be used by English teachers and students of SD Negeri 6 Tambak Ukir with the aim to provide supplementary learning media for the students, particularly in learning English vocabulary. The research adopted the development model proposed by Gall, Gall, and Borg (2003). There are four simplified stages in this development process: problem analysis, product development, product trials, and product revisions. In the first stage, the researchers planned to develop 10 books, but because of the COVID-19 pandemic situation, only five books (including a manual user) could be developed. The topic covers numbers, colours, alphabets, animals, and the human body. The provision of the books helped the teachers in delivering the topics. The books could also create a new learning experience for the students. Besides, the students also felt that they could get closer to their friends because they could learn together and felt extra motivated. In other words, having been validated and tried out, the books were proven to be valid, effective, and practical. They were valid as they were developed based on strong theories, effective as they can fulfil students’ needs, and practical as they can facilitate both teachers and students during the teaching and learning process. Briefly, the big book can describe itself well. It is big, bold, and beautiful with impacts. Keywords: big book, English teaching medium, research and development, SD Negeri 6 Tambak Ukir

scholarly journals Componentes de conocimiento del profesor para la enseñanza de la resolución de problemas en educación primaria

2019 ◽  
Vol 13 (2) ◽  
pp. 104-129
Author(s):  
Juan Luis Piñeiro ◽  
Elena Castro-Rodríguez ◽  
Enrique Castro
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Pedagogical Knowledge ◽  
Primary Teacher ◽  
Problem Resolution ◽  
Resolution Process ◽  
Mathematics Educators ◽  
Teaching Problem ◽  
Educación Primaria

La importancia que presenta la resolución de problemas en la enseñanza y aprendizaje de la matemática es una premisa aceptada en la comunidad de educadores matemáticos. No obstante, los marcos que describen o caracterizan el conocimiento de los profesores sobre las matemáticas escolares han dado poca relevancia a este proceso. Partiendo de revisiones curriculares y teóricas, presentamos una organización del conocimiento del profesor de educación primaria sobre la resolución de problemas de matemáticas. En ella diferenciamos un conocimiento sobre la resolución de problemas del que emergen los componentes relativos al concepto de problema, proceso de resolución y disposición para afrontar un problema; y un conocimiento pedagógico sobre la resolución de problemas en el que distinguimos un componente referido al aprendizaje y otro a la enseñanza. Nuestra reflexión ratifica la idea que la naturaleza distinta de un proceso como la resolución de problemas provoca un conocimiento que los modelos han omitido.Teacher knowledge components for teaching problem solving in primary educationProblem solving is central in teaching and learning of mathematics, an accepted premise in the community of mathematics educators. However, the frameworks that describe or characterize teachers' knowledge have given little relevance to this process. Starting from curricular and theoretical revisions, we present a proposal of organization for the knowledge of primary teacher about problem solving. We differentiate a knowledge of the process from which the components related to the concept of problem, resolution process and disposition to face a problem emerge; and a pedagogical knowledge where we distinguish a component referring to learning and another to the teaching of problem solving. Our reflection confirms the idea that the different nature of a process such as problem solving, causes a knowledge that the models have omitted.doi: 10.30827/pna.v13i2.7876Scopus record and citations

scholarly journals Toward Hybridity: The Interplay of Technology, Pedagogy, and Content across Disciplines at a Small Liberal Arts College

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Julie Rust
Keyword(s):  
Content Knowledge ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Faculty Members ◽  
Structured Interviews ◽  
Attitudes Toward Teaching ◽  
Digital Pedagogy ◽  
Knowledge Content

Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge.  Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.

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