The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method. </p>

Profile of Critical Thinking Skills of Students in High School on Climate Change and Waste Recycling Materials

<span lang="EN-US">Critical thinking, which involves higher order thinking activities (HOTS), is an important skill that has been widely discussed in the last two decades. This study aims to determine the profile of high school students' critical thinking skills on climate change and waste recycling. It is a quantitative descriptive study using an instrument developed based on indicators of critical thinking skills developed by Ennis in 1985, namely providing simple explanations, building basic skills, concluding, providing further explanations, and setting strategies and tactics. The study participants were 102 senior high school students in Pontianak Indonesia who were selected through the purposive sampling technique. The results show that the critical thinking abilities related to each indicator had highest scores of two aspects that is basic skills and drawing conclusions. The simple explanation indicator scored 59.42%; that of building basic skills 71.37%; that related to drawing conclusions 67.62%; the explanation indicator 42.44%; and the setting strategy and tactics indicators 66.87%. The conclusion is that students' critical thinking skills are only sufficient to poor category. </span>

Early Detection of Children with Special Needs by Educators

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. </span></p></div></div></div>

Reporting on Qualitative Components of A Research Project

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>In this brief commentary, I first overview the strengths and weaknesses of qualitative research in education and also briefly consider mixed methods. I then offer a few suggestions for reporting on particular methodological components and the results of qualitative research. I do not address the reporting on other significant components such as the literature review and theoretical framework, given that these aspects are generic to both qualitative and quantitative research. The points I make are brief and are by no means exhaustive. Nevertheless, it is hoped that they offer some guidance for authors in education who adopt primarily qualitative methods. </span></p></div></div></div>

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding the Environment

<p class="p1">Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it<del cite="mailto:reviewer" datetime="2021-10-24T06:08">,</del> and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention program<ins cite="mailto:reviewer" datetime="2021-10-24T06:05">me</ins> lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information<ins cite="mailto:reviewer" datetime="2021-10-24T11:16">,</ins> as well as to draw the respective conclusions, evaluations were carried out before the intervention, <del cite="mailto:reviewer" datetime="2021-10-24T06:10">right </del><ins cite="mailto:reviewer" datetime="2021-10-24T06:10">immediately </ins>after it<ins cite="mailto:reviewer" datetime="2021-10-24T06:10"> and </ins><del cite="mailto:reviewer" datetime="2021-10-24T06:10">, but also </del>two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products<del cite="mailto:reviewer" datetime="2021-10-24T06:10">,</del> and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention.</p>

Level Autonomy of Muhammadiyah Junior High Schools In Sleman Regency of Indonesia

The school autonomy is authority of schools without any intervention from other parties, ranging from management to curriculum, facilities and infrastructure, financing, implementation of teaching and learning process, teachers and staffs, and assessment. Thus, school is able to innovate in developing school branding, making it a top choice for the community. This study aimed to assesses school autonomy level, especially in Muhammadiyah schools. This survey using LCBT evaluation instrument model. The subject is Muhammadiyah Junior High School in Sleman Region, include: 254 person consist of 4 principals, 115 teachers and staffs, and 135 students grade 8 and 9. Data collecting technique using questionnaires, interview, and documentation. Data analysis using qualitative and quantitative descriptive technique. The results of study showed that SMP Muhammadiyah 1 Gamping has an autonomy score of 365.30 with strong category; SMP Muhammadiyah 1 Minggir has an autonomy score of 394.58 with very strong category; SMP Muhammadiyah 2 Kalasan has an autonomy score of 354.56 with strong category; and SMP Muhammadiyah 3 Depok has an autonomy score of 364.66 with strong category. Finally, it can be concluded that all of school are autonomy as can be realized with the branding of each school, outstanding achievements, school culture that has been ingrained in the heart all of school community, and high public interest.

Enhancing Academic Competence for Students with Disabilities: (A School Review on Post School Transition Program)

For high school leavers, to be accepted in higher education is a general expectation. For graduate students with disability (SWD), however, entering to college remains an exception. This study aims to identify the academic barriers to learning and reveal the strategic preparation for college admission. This study was a survey carried out in 12 special high schools in Central Java, Indonesia. Data was collected by means of questionnaire and interview with the staffs where the post school transition program was implemented. The questionnaire was self-reported by the school staffs consisting of headmasters, teachers, and administrators, while the interview was addressed to seek the academic barriers the students with disabilities encounter in their respective special schools. The data were analyzed on both descriptive quantitative and qualitative measures. The research found that 1) students with disabilities interfere with both internal and external barriers of learning, 2) the differentiated instruction was best employed on the students’ need and learning style bases. The research concluded that academic post school transition gave major contribution to the college admission for those with intellectual disabilities.

The Flipped Classroom: An Overview of its Impact on Economics Learning

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The flipped classroom is a type of blended learning that has been widely applied at various levels of education, from elementary to higher, but there have been few studies on its use in Economics education. The purpose of this article is to provide a brief overview of the impact and effectiveness of the flipped classroom on Economics learning. The research methodology used is a literature study with analysis of several articles about the flipped classroom, which concludes with the research objectives. The study results show that the effects of the flipped classroom can enhance student</span><span>s’ </span><span>self-reliant and active learning, increase collaboration, and improve learning outcomes. The article provides advice for educators, especially in the field of Economics education, on use of the flipped classroom to maximise student learning. The study conclusion, which compares the flipped classroom learning model in general, shows that the flipped classroom learning model is effective for use in the learning process because students have studied the material before going to class, meaning the teacher no longer dominates the classroom situation and teacher- student interactions become better and more enjoyable. </span></p></div></div></div>

Mapping the Challenges in Distance Learning for Students with Disabilities during Covid-19 Pandemic: Survey of Special Education Teachers

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The rapid spread of the Covid-19 virus has had an impact on various aspects of life, such as the economy, education, and socialisation. One of the social distancing policies in the field of education is the application of distance learning at the preschool, primary school, secondary school, special school, and college education levels. Its implementation has led to challenges for teachers, students, and parents, especially students with disabilities (SWD). The purpose of this study is to identify the challenges faced by the special education teachers (SETs) who have been providing distance learning for children with special needs during the Covid-19 pandemic. The study was conducted using a survey method by distributing questionnaires via Google Forms to 226 SETs in Indonesia. Data analysis was conducted using descriptive statistics. The results show that most of the SETs (66%) stated that they had faced barriers to distance learning that came from parents, students, and other teachers, as well as technical barriers. Accordin</span><span>g to the SETs’ perceptions, some of the barriers </span><span>that came from parents included lack of coordination and communication, limited use of mobile phones, and limited time for parents to accompany the students. The barriers coming from students were boredom and their lack of abilities. Furthermore, the barriers from the SETs themselves included difficulties in adapting material to online learning, difficulties in monitoring and evaluating student progress, and the lack of direction and coordination from schools. Other technical barriers were the frequent blackouts and insufficient internet signal. </span></p></div></div></div><p class="Abstract"> </p>

High Participation, Low Impact: The Challenge for Teacher Professional Development in Indonesia

The present study investigates teacher professional development (TPD) experiences from three different schools in regional Indonesia. A case study design is adopted and a questionnaire and a semi-structured interview are administered to collect data about professional development experiences of teachers, highlighting teachers’ participation and perceived impacts of TPD on their instructional practices. The collected data are quantitatively and qualitatively analysed to see trends and patterns of teachers’ TPD practices. The findings of this study problematise the teachers’ high level of TPD participation but low impact of TPD on teachers’ instructional practices. Some key findings and practical recommendations that are likely to help teachers to translate TPD ideas into their day-to-day practices are discussed and put forward.