COOPERATION BETWEEN PRESCHOOL EDUCATIONAL INSTITUTIONS AND FAMILIES IN THE PROCESS OF FORMING PRESCHOOL CHILDREN’S IDEAS ABOUT PROFESSIONS

The article reveals the peculiarities of forming preschool children’s ideas about professions in the process of interaction of educators of preschool education institutions with families. The modern scientists’ research analysis gives the chance to emphasize that a kindergarten teacher needs to constantly improve the level of the pedagogical skill and to carry out a creative search of methods and forms of families’ involvement in the educational process of preschool institutions.Peculiarities of realization of modern forms of interaction of preschool educational institutions teachers with families in the process of formation of ideas about professions are covered. Various methods and forms of pedagogical education and cooperation with parents are considered, namely traditional one, which are widely and long used in the practice of preschool educational institutions, and innovative, non-traditional one.It is determined that during the formation of ideas about the profession it is necessary to follow the stages in working with parents. At the first stage, parents acquire theoretical knowledge. At the second stage, the objectives are to form parents’ pedagogical skills and abilities, to provide actualization of a family’s pedagogical potential, to help parents in education, training, and development of the child by disclosure of the maintenance, forms, methods, means of training and education. At the third stage, the analysis of efficiency of the offered system of interaction of preschool educational institutions with a family is provided.The implementation of traditional and non-traditional forms of interaction, in particular modern ICT technologies, is characterized. There is networking technology (feedback technology); educators’ personal blogs about the organization of the community of users (members of the children’s family), dissemination of educational information for children through social networks (the Facebook, the Instagram); instant messaging (Viber, WhatsApp, Skype, ICQ, Telegram); sms-mailings for informing about a certain event (for example, about the planned event) of those parents who do not have access to e-mail; online meetings of the parent committee (family club, parent conference) in the format of a Zoom conference.The effectiveness of non-traditional forms of interaction is determined. They are the following: weekend excursions, excursions into the profession during which preschool children get acquainted with new professions.

Planning for The Utilization of Technological Pedagogical and Content Knowledge (TPACK) In Indonesian Language General Courses at Jakarta State Islamic University

Along with the development of technology, educators and lecturers should integrate learning with technology that involves pedagogical knowledge and mastery of the material. This framework is known as TPACK (Technology Pedagogy and Content Knowledge). This study aims to describe the planning for the use of TPACK in learning Indonesian Language as a general course at Syarif Hidayatullah State Islamic University Jakarta. The method used in this study is descriptive qualitative with a case study research strategy. The sources of data in this study are derived from: documents (RPS) and informants. The data validity used in this study is triangulation technique of data sources. The data analysis technique used in this study is the Miles and Huberman interactive model. The results of this study showed that the mastery of TPACK which includes mastery of PCK and TCK of lecturers at UIN Syarif Hidayatullah Jakarta is quite good. It can be seen from the following findings: (1) the ability of teachers to integrate technology has included various application media and Microsoft, (2) the learning resources used by teachers are not only in the form of text in books, magazines and other texts, but also in the form of video, audio and the surrounding environment. Based on the results above, it can be concluded that the development of TPACK for Indonesian language lecturers at UIN Syarif Hidayatullah Jakarta deserves appreciation.

A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis

The way individuals interpret and reinterpret their experience is central to meaning-making and, ultimately, to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.

Game Changer

The COVID-19 pandemic has caused such an unprecedented disturbance to the world, particularly on the economy, and caused significant disruption to the education ecosystem. It has affected school organizations and forced school leaders to adopt alternative ways of learning. The transition to online education posed many challenges in engaging students to participate actively, and one of the solutions is for teachers to create better digital lessons using gamification elements. But despite the prevalence of technology, educators lack the knowledge and skills to captivate students' interest to participate actively in online learning. At present, there is a dearth of studies on the application of gamification to teachers' online lessons during the COVID-19 pandemic. Educators must capitalize on new engaging technological trends as a form of techno-structural OD intervention to complement their pedagogies, teaching processes and encourage students' online participation. This concept paper highlights the benefits of applying gamification to education, particularly on how teachers can utilize game elements in creating, managing, and updating digitalized lessons to motivate students amidst the pandemic. The paper also explores fostering a healthy culture for students' heightened level of motivation, increased acquisition of knowledge, and learning new skills. It encourages schools to adopt the appropriate type of gamification and suggests future researchers on the various types and elements of gamification that can be adapted by selected schools.

The Contribution of Information and Communication Technology to Develop Writing Skills in ESL Classroom

Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is very encouraging in the present scenario. This study attempts to seek findings on the use of ICT tools in the teaching of ESL writing skills in modern classrooms. The skill of writing is used on an everyday basis to communicate what one thinks and feels. This study, to find out how the use of technology enhances writing abilities in the classroom. New advancements of technology are being created each day and educators need to incorporate these technologies into modern classrooms. By integrated technology, educators are providing more opportunities and strategies to increase their student’s abilities to write more detailed and grammatically correct essays, stories and, letters.

Personalized Computer Support of Performance Rates and Education Process in High School: Case Study of Engineering Students

To date, the existing principles of a unified approach to schooling do not meet the requirements of a fundamental socio-economic transition characterized by personalization and customization of products and services that concern all areas, including education. The paradigm of education systems is being restructured in many countries towards a new approach of personalized learning that is adapted to students' needs, allows them to choose individual educational trajectories, and respects unique skills and qualities. The study aimed to determine the impact of personalization on the academic performance of engineering students in physics. The experiment on personalized student support was conducted during the academic year 2018-2019 at I.T. Trubilin Kuban State Agrarian University. The sample covered 78 students. The starting point of the research was the assessment of students' skills in mathematics, as the study of physics is based on mathematical analysis and interpretation. Test in physics and the criterion of alpha Kronbach (test reliability is determined with a coefficient of 0.87) were used as a toolkit for research. Besides, the statistical tools and covariance analysis of data processing were employed. The research was supported by the SPSS Statistics software package. According to the results obtained, higher post-test scores were recorded for students in the experimental group. The personalized learning has been found to have a significant impact on the academic performance of students. Those with low and medium ability in mathematics demonstrated higher growth in academic achievement than students with recorded high aptitude scores. A correlation between learning methods and mathematical skills to achieve high academic performance has been established. The influence of personalization in the learning process was determined to be moderately high (determinacy coefficient of 72.6%). The study is relevant for the development of constructive approaches that could help teachers improve their approach to learning and students improve academic achievements. The results may be of interest to researchers of educational technology, educators, and university administration management.

Smartphone-based Virtual Reality as an Immersive Tool for Teaching Marketing Concepts

With the advent of Virtual Reality (VR) technology and the ubiquity of mobile devices, smartphone-based VR has become more affordable and accessible to business educators and millennial students. While millennials expect learning to be fun and prefer working with current technology, educators are constantly challenged to integrate new technology into the curriculum and evaluate the learning outcomes. This study examines the gain in learning effectiveness and students' intrinsic motivations that would result from the use of VR as compared to the use of traditional learning activity, namely think-pair and share. The results show that students who took part in the VR simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity. In particular, the findings show evidence of higher intrinsic motivation and better learning outcomes.

Smartphone-Based Virtual Reality as an Immersive Tool for Teaching Marketing Concepts

With the advent of Virtual Reality (VR) technology and the ubiquity of mobile devices, smartphone-based VR has become more affordable and accessible to business educators and millennial students. While millennials expect learning to be fun and prefer working with current technology, educators are constantly challenged to integrate new technology into the curriculum and evaluate the learning outcomes. This study examines the gain in learning effectiveness and students' intrinsic motivations that would result from the use of VR as compared to the use of traditional learning activity, namely think-pair and share. The results show that students who took part in the VR simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity. In particular, the findings show evidence of higher intrinsic motivation and better learning outcomes.

FOSTERING AN “EPIDEMIC” TEACHING & LEARNING ECOSYSTEM IN VIRTUAL LEARNING CLASSROOM

Virtual teaching and learning have become the new norm to the education sector due to the hit of the Covid-19 pandemic. Because of the Movement Control Order (MCO) implemented by the government, all educational institutes were closed and need to operate virtually to continue the teaching and learning process. The main objective of this study is to develop an effective and impactful ecosystem to improve online teaching quality in virtual learning classrooms that can always keep students engaged and motivated. The education ecosystem is defined as an interconnecting system of various parties such as technology, educators, students, techniques, strategies, approaches, tools, and materials used in the classroom. Moreover, to create a dynamic online education ecosystem, educational resources need to seamlessly work together. Researchers explore the RICES strategy as the main element to develop this online education ecosystem. RICES strategy was developed from Rogers’ Humanist Theory, whereby R is the roles and relationship, IC is instruction and communication, E is emotion, and S is the structure. The term “epidemic” is chosen because it reflects the extensiveness or comprehensiveness of the ecosystem to be built. This paper presents a survey of 200 Multimedia University Melaka students who have experienced in virtual learning classrooms. A descriptive study was conducted to determine the most significant element in the RICES strategy. Results indicated that roles and relationship (R) is the most important element to keep the bond alive and well in online teaching. Finally, some suggestions for educators on how to successfully manage their classrooms were also discussed.

SOSIALISASI DAN PELATIHAN PEMBUATAN E-MAGAZINE DALAM PEMBELAJARAN KIMIA @SMA NEGERI PINTAR PROVINSI RIAU [SOCIALIZATION AND TRAINING OF E-MAGAZINE MAKING IN CHEMISTRY LEARNING AT SMAN PINTAR, RIAU PROVINCE]

<p>One of the problems in education is that educators have not been able to prepare innovative teaching materials in accordance with the development of science and technology. Educators are required to provide innovations to increase students’ interest in learning, especially in industrial revolution 4.0. This activity aims to provide understanding and skills to students and teachers in using electronic-based teaching materials and training of e-magazine making in chemistry learning. The activity was carried out at a public senior high school (SMAN Pintar), Riau Province, which is located in the city of Taluk Kuantan. This school is a boarding school that has a good infrastructure and facilities to support the optimization of learning science and technology in the industrial revolution 4.0. The method of implementing this program is to give a socialization about 21st century learning and the use of e-magazine as innovative teaching materials, followed by training and mentoring of teachers in making e-magazine using the Kvisoft Flipbook Maker Pro application. The results of this program are e-magazine products, usage manuals, and review books program. This activity received a positive response from students and teacher of SMAN Pintar Riau Province.</p><p><strong>Bahasa Indonesia Abstrak</strong>: Salah satu masalah dalam dunia Pendidikan adalah pendidik belum bisa menyiapkan materi ajar yang inovatif dan sesuai dengan perkembangan IPTEK. Seiring dengan tuntutan revolusi industri 4.0 yang mengedepankan IT, pendidik dituntut untuk dapat memberikan inovasi untuk meningkatkan minat belajar peserta didik. Salah satu inovasi yang bisa digalakkan adalah membuat bahan ajar berbasis IT. Kegiatan pengabdian ini bertujuan untuk memberikan pemahaman dan keterampilan kepada peserta didik dan guru dalam menggunakan bahan ajar berbasis elektronik melalui sosialisasi dan pelatihan pembuaatn e-magazine dalam pembelajaran kimia. Kegiatan pengabdian dilaksanakan di SMAN Pintar Provinsi Riau merupakan sebuah boarding school yang memiliki infrastruktur dan sarana prasaran sudah memadai sehingga diperlukan usaha pengoptimalan IPTEK agar sekolah ini bisa berperan serta dalam revolusi industri 4.0. Metode pelaksanaan pengabdian ini meliputi pemberian materi sosialisasi tentang pembelajaran abad 21, penggunaan e-magazine sebagai bahan ajar, pelatihan dan pendampingan guru dalam pembuatan e-magazine menggunakan aplikasi Kvisoft Flipbook Maker Pro. Hasil kegiatan ini berupa buku panduan program, buku tinjauan program, dan produk e-modul yang dibuat oleh tim EMBER KLASIK serta guru hasil pelatihan. E-magazine adalah modul elektronik yang memiliki tampilan seperti majalah. Kegiatan pengabdian ini memperoleh respon positif dari peserta didik dan guru SMAN Pintar Provinsi Riau. </p>