HOTSCC-Ichsan: HOTS of Climate Change with Ichsan’s Taxonomy for Elementary Teacher Candidates

It is a necessity to develop environmental learning to solve climate change problems, in particular. One of the focuses is climate change learning at the elementary school level that requires elementary teacher candidates to understand various climate change issues. Skills needed are Higher Order Thinking Skills (HOTS) measurable using Ichsan’s taxonomy as an innovation. Ichsan’s taxonomy consists of six thinking levels, namely identify, compare, implement, criticize problems, solve problems, and develop innovation. The study describes the HOTS of elementary teacher candidates using the HOTS of Climate Change with Ichsan’s taxonomy (HOTSCC-Ichsan). The study uses a descriptive method with a survey as the data collection technique. The study finds that the HOTS scores of the elementary teacher candidates measured using the HOTSCC-Ichsan are in a very low category (28.03). The finding indicates the need to enhance the HOTS-based learning intensively for the elementary teacher candidates. It requires learning media development to address the low HOTS. The research conclusion is that the HOTS of the elementary teacher candidates is low and needs an improvement

Emotional Intelligence Training to Improve the Efficacy of Primary School Teachers

The aim of the current study was to investigate the effect of emotional intelligence training toward elementary teacher. The training given to increase the teachers’ efficacy in students’ engagement, instructional strategies and classroom management. There are three sessions during the training included identifying and understand the emotions of himself and others, identifying and understanding the impact of the emotion used in adopting decisions and managing the emotions of himself and others. Participant were 25 elementary teachers in Intan Permata Hati School. The result taken using the Teacher’s Efficacy Scale (Tschannen-Moran, M., & Woolfolk Hoy, A., 2001) before and after training to investigate the impact of the training. Overall the result showed that the students’ engagement has the biggest impact and emotional intelligence is significant increase teachers’ efficacy. The students’ engagement has the biggest impact

Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers

There is a noticeable under-representation of the male gender particularly in the field of elementary teacher education. The main aim of this paper is to understand the lived experience of male college students aspiring to become professional elementary teachers. As phenomenological research, it involved six purposively selected male students enrolled in a predominantly female elementary teacher education program in a Philippine university. The data were gathered through online interviews and analyzed based on a phenomenological analysis framework. The following themes emerged: 1.) We hear discouraging stereotypes about teaching; 2.) We are passionate about educating the young ones; 3.) We feel that awkward moment in a room of females; and 4.) We have an inclusive learning environment. These themes are based on the individual textural and structural descriptions and form the basis for the composite textural and structural descriptions of the phenomenon of interest. This paper confirms the experiences encountered by males in the formal teaching career stage as relative to experiences received by males in the early stage of the teacher preparation. It also identifies factors that encourage males to enter elementary teacher education as a field of study, providing practical insights for designing a more inclusive program.

Communication Skills Profile of Elementary Teacher Education Students in STEM-based Natural Science Online Learning

This study aimed to determine the communication skill profile of Elementary Teacher Education (ETE) students enrolled in natural science online learning-based STEM. Pre-experimental research with a one-shot case study design was used in this study. The study's sample consisted of 25 ETE students from a university in Cimahi. Observation and documentation were the techniques used in this study. The paired sample t-test was used to analyze the data. The descriptive analysis and hypothesis testing with the t-test were used to check the data validity. The findings of this study revealed that (1) there is an effect of STEM-based online science learning on ETE students' communication skills, (2) that most students are still in the Intermediate category for written communication and "does not meet the Standards" for oral communication skills, and (3) that students' communication skills in STEM-based science online learning still need to be optimized. The study's findings suggest that ETE lecturers in Indonesia should broaden their knowledge and perspectives in STEM-based learning and communication management. Second, ETE lecturers in Indonesia must take the assessment of communication skills more seriously. Last but not least, the government, with the help of researchers, must devise an excellent assessment system to overcome time constraints. The results of this study revealed that STEM-based online science learning is being implemented.

The Relationship between Multiple Intelligences of Preservice Elementary Teacher toward Their Gender and Performances

This research studies whether there is a significant relationship between the multiple intelligences of pre-service elementary teachers, their gender, and their performances. The survey method has been used for this study. A “Multiple Intelligence Profiling Questionnaire III (MIPQ-III)” was used to collect the multiple intelligences of the participants. Reliability-test has been used to see the consistency of the questionnaire. In order to analysis of the data, descriptive statistics, independent sample t-test, and Pearson correlation were used for this study. Results showed that naturalistic intelligence has the highest mean score. Meanwhile, logical-mathematics intelligence has the lowest mean score. Results also showed that logical-mathematic, verbal-linguistic, spatial, bodily-kinesthetics, and interpersonal intelligence have differences based on gender, while other intelligence has no differences. Furthermore, results also show that all intelligence, excluding naturalistic, positively correlates with the performances. Lastly, hierarchical regression shows that among the multiple intelligences, the logical-mathematics intelligence becomes a predictor for the performance of the pre-service elementary teachers. The implications of this study, such as the results, show a relationship between multiple intelligence and elementary school pre-service teachers. Besides that, it is found that the multiple intelligence of elementary pre-service teachers has a wide variety of impacts on the performance of those pre-service teachers in the future. Thus, it is expected that relevant stakeholders can better review these aspects, especially in the curriculum

DIFFERENCE OF ACADEMIC ANXIETY REVIEWED FROM AGE ON SEMESTER 8 STUDENTS OF ELEMENTARY SCHOOL TEACHER EDUCATION DEPARTMENT

This research aims to identify the difference of academic anxiety reviewed from age on semester 8 students of the Elementary Teacher Education Department in Universitas Muhammadiyah Purwokerto. The research hypothesis is that there is a difference in academic anxiety reviewed from age on semester 8 students of the Elementary Teacher Education Department in Universitas Muhammadiyah Purwokerto. The 70 research subjects from semester 8 students of Elementary Teacher Education in Universitas Muhammadiyah Purwokerto was taken through incidental sampling. The used scale is an academic anxiety scale. The data were analyzed using T-test with SPSS 22.00 for the Windows program. The result of the hypothesis test shows that the t-count is 3.226,t-table is 1.99547 with p=0.002 (p 0.05). This is strengthened by the average value of academic anxiety of students aged 21-22 years old of 116.89. Meanwhile, the average value of academic anxiety of students aged 23-24 years old of 102.25. The research result shows that there is a difference of academic anxiety reviewed from age on semester 8 students of Elementary Teacher Education Department in Universitas Muhammadiyah Purwokerto.

Using Wolfram Alpha with Elementary Teacher Candidates: From More Than One Correct Answer to More Than One Correct Solution

The paper is a reflection on the author’s work with students enrolled in undergraduate and graduate elementary mathematics content and methods courses. Two specific pedagogical issues make up the focus of the paper. The first issue deals with demonstrating to future teachers the diversity of mathematical ideas behind a contextual question asked by a second-grade pupil allowing for multiple solution strategies to be used in addressing the question. The second issue deals with the use of Wolfram Alpha in aiding different mathematical features of this demonstration. The paper is congruous with mathematics teaching standards used across six continents and illustrated by reflective comments of the author’s students regarding their mathematics teacher education experiences. Teaching ideas shared in the paper may be of interest to instructors who want to explore elementary mathematics in depth with teacher candidates.