The Eastasouth Journal of Learning and Educations

The Effectiveness of Case-Based History Learning in Developing Students' Research and Problem-Solving Skills

2024-11-20T02:31:22+00:00

This study aims to explore the effectiveness of case-based learning in history education in developing students' research and problem-solving skills. A literature review method was employed to critically analyze relevant sources. The findings indicate that case-based learning positively impacts students' analytical and research skills and enhances their motivation to learn. Through the case study approach, students are trained to explore information sources independently, analyze data, and formulate arguments based on relevant evidence. Additionally, case studies enable students to confront complex situations, encouraging them to think critically and creatively when searching for solutions. These findings suggest that case-based learning not only improves students' understanding of historical events but also enriches their learning experience in a contextual and applicable way. This research aims to contribute to the development of more innovative history teaching methods in schools and provides practical implications for teachers in enhancing students' critical thinking skills.

The Impact of Teacher Training, School Leadership, and Curriculum Innovation on Student Performance and Teacher Job Satisfaction in Secondary Schools

2024-11-25T02:21:48+00:00

This study investigates the impact of teacher training, school leadership, and curriculum innovation on student performance and teacher job satisfaction in secondary schools. Using a quantitative research design, data were collected from 200 secondary school teachers through a structured questionnaire, and analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS 3). The findings indicate that teacher training, school leadership, and curriculum innovation each have significant positive effects on both student performance and teacher job satisfaction, with school leadership demonstrating the strongest influence. These results highlight the importance of comprehensive professional development, supportive leadership, and relevant curriculum updates in enhancing educational outcomes. The study offers valuable insights for policymakers, school administrators, and educators, emphasizing the need for integrated strategies that foster a productive and engaging learning environment.

Assessing the Role of School Leadership in Mediating the Impact of Teacher Professional Development on Curriculum Implementation in Indonesia

2024-11-28T04:01:49+00:00

This study examines the mediating role of school leadership in the relationship between teacher professional development (TPD) and curriculum implementation in Indonesian schools. Using a quantitative approach, data were collected from 160 teachers across various regions, utilizing a Likert-scale questionnaire to measure perceptions of TPD, leadership practices, and curriculum implementation effectiveness. Structural Equation Modeling with Partial Least Squares (SEM-PLS) was applied to test the hypothesized relationships. The findings indicate that school leadership has a significant direct impact on curriculum implementation and an indirect effect through its influence on TPD. School leadership was shown to enhance TPD outcomes, which in turn positively affected curriculum implementation, highlighting the importance of an integrated approach where leadership and TPD efforts are aligned to drive successful curriculum outcomes. These results have practical implications, suggesting that investment in leadership training and needs-based TPD can strengthen curriculum application, contributing to improved educational quality.

Bibliometric Insights into Flipped Classroom Implementation in K-12 Education

2024-11-28T04:02:54+00:00

This study employs bibliometric analysis to map the evolution and dissemination of flipped classroom methodologies in educational research, with a focus on its implementation in K-12 and higher education. Using VOSviewer to analyze data extracted from major academic databases, we identified key trends, collaborations, and thematic concentrations within the literature from 2004 to 2023. The results highlight the flipped classroom as a central node interconnected with digital education technologies such as MOOCs and online learning platforms, indicating its pivotal role in transforming traditional educational paradigms into more student-centered approaches. The analysis reveals a strong link between flipped classrooms and improved engagement and adaptability in various educational settings, emphasizing the model's versatility. However, gaps remain in equitable access to technology and comprehensive assessments of long-term impacts, suggesting directions for future research and policy development. This study provides foundational insights for educators, policymakers, and researchers aiming to optimize and expand flipped classroom practices.

Investigating TPACK Development among Pre-service Teachers in Micro Teaching in Indonesia

2024-10-18T07:22:14+00:00

This study explores the development of Technological Pedagogical Content Knowledge (TPACK) among pre-service teachers engaged in micro-teaching sessions in Indonesia. Using quantitative methods, data were collected from 150 pre-service teachers through a structured questionnaire and analyzed using SPSS version 26. The results showed that micro-teaching positively contributed to TPACK development, with significant technological, pedagogical, and content knowledge improvements. The findings confirm the effectiveness of micro-teaching in strengthening TPACK and emphasize the importance of integrating technology-based experiences in teacher education programs. This study provides valuable insights for educators and policymakers aiming to improve pre-service teacher training through practical, technology-supported teaching approaches.

Investigating the Role of Holistic Education in Global Learning: A Bibliometric Approach

2024-11-28T04:33:37+00:00

This study investigates the role of holistic education in global learning using a bibliometric analysis approach. Drawing data from 1,000 articles published between 1970 and 2024, this analysis identifies key themes, influential authors, and collaboration patterns in the field of holistic education. The findings reveal that holistic education research is centered on themes like higher education, sustainability, and transformative learning, reflecting the field's response to global challenges. Collaboration networks show strong international partnerships, with notable contributions from the United States, United Kingdom, and emerging interest in Asian countries. The analysis also highlights the application of holistic education in specialized areas such as medical and nursing education, emphasizing its relevance to fostering well-rounded professionals. However, challenges persist in assessment methods, cultural adaptability, and technological integration, indicating areas for future research. This study provides a comprehensive overview of holistic education, underscoring its potential to address the educational needs of a globalized world while identifying critical directions for further development.