Search Results for
"learning"

Creative teaching behavior (CTB) is an innovative and creative teaching approach that is relevant in facing the dynamics of vocational education, which continues to develop, especially to produce creative students. Many studies examine the important role of CTB. However, limited information still discusses how to improve CTB by involving important factors such as creative climate, school support, and creative teaching self-efficacy. This study involved 400 teachers from 25 vocational high schools in civil engineering in Central Java Province, and data analysis using the structural equation modeling (SEM) (Smart-PLS) method. The study results revealed that CTB was proven to be influenced positively and significantly by school support and creative teaching self-efficacy. Also, creative teaching self-efficacy partially mediates the effect of creative climate and school support on CTB. The results of this study provide important implications for vocational school teachers to develop creative teaching skills in schools. Building a creative culture in schools, proactive school support and increasing teacher self-confidence are essential steps in creating a dynamic and innovative learning environment in vocational schools. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

In the current educational landscape, the development of critical thinking abilities is becoming increasingly important, especially considering the prevalence of hybrid learning methods. This investigation aimed to evaluate the proficiency of critical thinking skills in students who are immersed in hybrid learning. A descriptive quantitative research approach was employed, utilizing observation, documentation, and critical thinking assessments to collect data from a sample of 60 students from vocational high schools. The findings highlight two main results: firstly, the majority of students demonstrate a low level of critical thinking skills within the hybrid learning context, indicating the need for improvement; secondly, various factors that influence these skills were identified. These outcomes emphasize the challenges associated with acquiring 21st-century skills and emphasize the necessity for collaborative efforts. Both educators and students must enhance their commitment to effective learning preparation, with a particular emphasis on motivation to foster improved critical thinking abilities. This research provides valuable insights for educators and policymakers who are striving to enhance the hybrid learning environment to better cultivate critical thinking skills in students. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

This research aims to determine the role of developing and implementing discovery learning models to develop students' critical thinking skills in mathematical story problems. The search was carried out in the even semester of 2022/2023 with research subjects totaling 30 fourth semester elementary school education students. The research was conducted using qualitative analysis methods with data collection through observation, interviews, and documentation. The discovery learning model is implemented through learning stages, namely training students to use various concepts, principles, and skills they have learned to solve the mathematical story problems they face. The research results show that the discovery learning model has an impact on the development of critical thinking skills because the research's observations of critical thinking abilities result in the capacity to recognize, evaluate, and resolve narrative difficulties as well as to reason rationally and ethically to conclude. The discovery learning model provides students with the opportunity to apply learning based on solving mathematical story problems, allowing students to develop critical thinking skills. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Communication skills are one of the abilities required for 21st-century learning. Students must consider communication skills in learning because they can guide students in conveying ideas effectively and interacting and collaborating with others. This study aimed to investigate the online reading-concept mapping-reciprocal teaching (REMAP-RT) learning model on students' oral and writing communication skills. The pretest-posttest control group design was employed in this study with three Biology Education Study Program classes at the State Islamic University in Tulungagung, Indonesia. This study included 89 students separated into three classrooms, each learning using one of three methods: i) REMAP-RT, ii) reciprocal teaching (RT), and iii) discussion-presentation. A questionnaire was used to assess students' oral and written communication skills. Analysis of covariance (ANCOVA) was used to compare differences in communication skills among the three treatment groups based on the questionnaire responses. The research findings revealed that students' oral and writing communication abilities improved across the board, with students in the REMAP-RT class showing the most substantial increase. This result of the research suggests that REMAP-RT improves students' oral and written communication skills in online learning. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

There is a well recognised desire to encourage enterprise and entrepreneurial thinking in university students, however core or mandatory provision has the potential to dilute the enthusiasm or engagement in enterprise. This paper reflects on the choice to offer optional (elective) enterprise modules to STEM students at Undergraduate (level 6) and Masters level (level 7). In STEM programmes, enterprise or entrepreneurship subjects are often elective options alongside their core academic studies, with much variability in delivery methods and source materials used throughout undergraduate and postgraduate education. This means appealing to a self-selecting cohort with either interest in an alternative direction to ‘pure-science’, or individuals with an aim of creating an impact. With high levels of interaction between educators, industry case studies and learners, a dynamic learning environment is created, with positive outcomes for satisfaction and employability. A qualitative longitudinal study and ethnographic consideration of the individuals who have chosen to engage in enterprise-based elements indicates that initial exposure to curriculum-based enterprise can deepen their understanding of ideation, commercial bioscience, and innovation, leading to discipline-based recognition of value. Although a limited proportion of students go on to be entrepreneurs in the form of company founders, they often cite their enterprise education experience as impactful and frequently allude to skills or experience as intrinsic to their intrapreneurial activities and roles with the organisations they end up working with. © The Author(s) 2024.

Background: Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives: This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM. Methods: A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (n = 31) using PA-GPT or the control group (n = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, α = 0.85); a HOTS scale (α = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (α >0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances. Results and Conclusions: ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (F = 9.89, p = 0.002), critical thinking (F = 37.00, p < 0.001), problem-solving (F = 9.40, p = 0.003), creativity (F = 7.22, p = 0.009), and attitudes towards mathematics (F = 25.52, p < 0.001), engineering/technology (F = 16.06, p < 0.001), and 21st-century learning (F = 26.38, p < 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration. © 2024 John Wiley & Sons Ltd.

This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation. © 2024 The Authors

The National Education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century © 2024 Elsevier Ltd

Ohio's manufacturing industry sector partnerships (ISP) are economic development and workforce development efforts that rely on community development inputs. The authors posit that graduates of regional, sector-led, industry-specific workforce training programs constitute a common pool resource, as described by Elinor Ostrom, because while hiring graduates is rival, it is not excludable. This creates a workforce version of the tragedy of the commons because these programs often have experiential learning components in workplaces and require funding support, mentoring, and the long-term commitment of company leaders to a partnership. The training programs will flounder if participating employers do not earn a return on their resource expenditures. The output of the partnership program is trained workers, while its primary outcome is the production of goods and services. The economic mobility of the recipients of ISP training is a by-product, or secondary outcome, of the partnership's activities © The Author(s) 2024.

This article studied the integration of gamification in work-based learning within vocational education as a means to support students' coding abilities. By applying game mechanics such as points, badges, leaderboards, and challenges, we aimed to motivate and engage students in coding activities that mirror real-world industry practices. The inclusion of gamified elements into the curriculum was designed to make the learning process more interactive, fostering a competitive yet collaborative environment that enhances students' interest and perseverance in coding tasks. This research employed a quasi-experimental design with pre-test and post-test measures to assess the impact of gamification on coding proficiency, comparing the outcomes of students participating in gamified learning environments with those in traditional settings. The findings indicate a significant improvement in the coding skills of students exposed to gamified work-based learning, suggesting that gamification can serve as an effective pedagogical tool in vocational education, better preparing students for industry demands. © 2025 Institute of Advanced Engineering and Science. All rights reserved.