Causal Model of Research Competency Via Scientific Literacy of Teacher and Student

Udompong, Lertporn; Traiwichitkhun, Duangkamol; Wongwanich, Suwimon

doi:10.1016/j.sbspro.2014.01.438

Cited by 39 publications

(28 citation statements)

References 11 publications

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“…The reading activity is an often-neglected process in learning, especially in conventional learning (Djamahar et al, 2018). It causes one's reading ability to decrease, whereas high literacy activity has positive impact on learners' learning in the classroom (Ekantini & Wilujeng, 2018;Sarkar & Corrigan, 2014;Udompong, Traiwichitkhun, & Wongwanich, 2014).…”

Section: Resultsmentioning

confidence: 99%

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Ristanto

Djamahar²,

Darmawan³

2020

indonesian.j.of.science.and.education

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<span>Evaluation activities of biology learning process for learners is teachers’ and education units’ responsibility. An authentic assessment is crucial to be implemented in the learning process so that learners could be guided to have abilities in knowledge as well as attitudes and skills. The research aims in 2019 is to observe 50 biology teachers’ differences in biology teachers’ skills in Bekasi Regency, Indoensia in mastering authentic assessment knowledge in biology learning before and after the implementation of training activities through a Scientific Approach-based Cooperative Integrated Reading and Composition (Cirsa). Cirsa, a learning developed by integrating a CIRC-based scientific approach, axpected to facilitate teacher learning in accordance with the objectives. The research is a quasi-experiment using one group pretest-posttest design. The research independent variable includes Cirsa learning model, whereas the dependent variable is concept understanding of authentic assessment. The research data are analyzed using descriptive statistics that encompasses teachers’ response on learning and analysis of average pretest and posttest. The research results indicate that there is an influence of Cirsa learning application on the concept mastery of authentic assessments of Biology teachers</span><span lang="EN-US">.</span>

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Section: Resultsmentioning

confidence: 99%

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Ristanto

Djamahar²,

Darmawan³

2020

indonesian.j.of.science.and.education

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“…Biology learning at the junior high school level is expected to stress the ability of students in scientific literacy. Science learning is related to the demand for students to have broad insight, and as such, teachers also play an essential role in science literacy improvement (Udompong, Traiwichitkhun, & Wongwanich, 2014).…”

Section: Discussionmentioning

confidence: 99%

CIRSA: Designing Instructional Kits to Empower 21st Century Skill

Djamahar¹,

Ristanto²,

Sartono³

et al. 2018

edupij

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Research about scientific literacy and metacognitive in the learning process is one of the main aspects of education with a vision to strengthening 21 st century skills. This study aimed to produce a learning design as a product of a scientific approach-based cooperative integrated reading and composition (CIRSA) media with a vision of empowering science literacy and metacognitive. The research method employed was a 4D research and development model (define, design, develop, disseminate). However, the research was limited up to the develop stage. The research result indicates that the product of CIRSA learning development in form of syllabus, lesson plan, learner worksheet, and evaluation instruments were within the category of very valid and feasible to be used as a learning media for Biology as a subject at the junior high school level. The research result is expected to contribute in the empowerment of scientific literacy and metacognitive.

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“…Lately, research capability has received an overwhelming and remarkable interest from numerous academics in tourism and hospitality management (Abarquez et al, 2013), nursing (Li et al, 2019), dentistry (Manongsong et al,2018), business entrepreneurship and accountancy (Narag, et al, 2016), maritime (Formeloza et al, 2013), higher education in general (Salom, 2013 Udompong et al, 2014). This indicates that there are more experts and professionals now than before who recognized its significance in improving practice.…”

Section: Introductionmentioning

confidence: 99%

“…This is why studies tend to use them interchangeably. In a causal model, scientific literacy and research competency were taken separately (Udompong et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Research Capability of Teachers: Its Correlates, Determinants and Implications for Continuing Professional Development

Caingcoy

2020

JWEEP

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Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development.

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Causal Model of Research Competency Via Scientific Literacy of Teacher and Student

Cited by 39 publications

References 11 publications

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

Biology Teachers: Knowledge in Authentic Assessment Through Cooperative Integrated Reading and Composition Based Scientific Approach (Cirsa)

CIRSA: Designing Instructional Kits to Empower 21st Century Skill

Research Capability of Teachers: Its Correlates, Determinants and Implications for Continuing Professional Development

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