The Evaluation of Responsibility Education Strategies of Primary School Teachers

Yeşil, Rüştü

doi:10.1016/j.sbspro.2013.12.319

Cited by 6 publications

(6 citation statements)

References 12 publications

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“…Lecturers are able to involve students in assessing their own learning processes and outcomes, learning from the process, and applying what they learn to improve their actions in the future. The involvement of students in planning, implementing and evaluating the learning process contributes significantly to the achievement of responsibility and learning outcomes (Yesil, 2013). This is in line with Article 11 Permenritekdikti No.…”

Section: Discussionsupporting

confidence: 57%

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

Suyidno

Nur

Yuanita

et al. 2018

JBSE

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The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students’ scientific creativity and responsibility at α = 5%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students’ scientific creativity and responsibility. Keywords: creative responsibility based teaching, physics learning, responsibility attitude, scientific creativity, first year students.

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Section: Discussionsupporting

confidence: 57%

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

Suyidno

Nur

Yuanita

et al. 2018

JBSE

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“…In recent years, it was observed that researches in close relation with the responsibility education (Bacon, 1993;Allan, 2006;Clouder, 2009;Stockdale & Brockett, 2010;Devlin, 2002;Carpenter & Pease, 2013;Yeşil, 2014;Çatalbaş & Semerci, 2016). It was seen that Çatalbaş & Semerci (2016) made a research which supports the results of this study.…”

Section: Discussionsupporting

confidence: 85%

“…The research results showed that self-regulated learning model aided activities had a positive impact on learning and studying responsibilities of the students. Yeşil (2014), aimed to examine the responsibility education strategies which are applied by primary education teachers in process of education.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Teaching Supported by Self-Regulated Learning on Students’ Learning and Studying Responsibility

Eker¹,

Akkaş²

2019

JETS

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The purpose of this study is to determine the effects of teaching supported by self-regulated learning on students’ learning and studying responsibility. This research was carried out through “pre-test-post-test control group model”. The sample of the study consisted a total of 52 fifth grade students studying in two different classrooms of an urban primary school located in the West Black Sea Region in Turkey in the 2018-2019 academic year. This study was conducted for 4 weeks and the unit of “Culture and Heritage” in social studies lesson was covered. The learning and studying responsibility scale was used to collect the data. In the analysis of data, pre-test – post-test scores were compared by using t-test for dependent groups. In addition, in order to explain the power of relation, effect size (Cohens' d) values were calculated. The result of the study shows that teaching supported by self-regulated learning is effective and beneficial in students' learning and studying responsibility levels in favour of experimental group. This result demonstrated that teaching supported by self-regulated learning had positive effects on students' learning and studying responsibility.

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“…Supported by the learning theories of; 1) Self-evaluation, judging if the outcome of someone's actions or strategies is acceptable or unacceptable (Moreno, 2010); 2) Last effects (recency effects); the tendency for items that appear at the end is easier to be remembered than other items (Slavin, 2011). Strengthened by relevant research results that the involvement of students' roles in planning, implementing, and evaluating the learning process contributes significantly to the achievement of their responsibilities (Yesil, 2013). • Learning objectives to be achieved The purpose of developing the LTT learning model based on ITT to be able to increase scientific and spiritual creativity of students in the Early Childhood Islamic Education Department and other goals that are generating activities, student responses, and increasing student motivation in learning.…”

Section: Integrated Twin Tower (Itt)-based Learning To Think (Ltt) Learning Model To Increase Scientific and Spiritual Creativity Of Studmentioning

confidence: 99%

Integrated Twin Tower (ITT) Based Learning to Think (LTT) Model to Enhance Scientific Creativity and Spiritual of students in the Early Childhood Islamic Education Department

Pangastuti

Fadhillah

2020

Stud. Learn. Teach.

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The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum so that students have superior competence with a variety of skills that are appropriate to the needs of the 21st century in the field of enhancing creative thinking skills. Expectations about the importance of scientific and spiritual creativity of Students of Early Childhood Islamic Education department based on the above literature review contradict the results of preliminary studies by researchers. The results of preliminary studies that there are complex problems that must be resolved immediately, and learning innovation and development of lecture devices that are specifically designed to develop scientific and spiritual creativity of students in the Early Childhood Islamic Education Department in UINSA is very needed. An alternative solution to the above problems that are offered by researchers is to develop an Integrated Twin Tower-based Learn to Think (LTT) learning model to enhance the scientific and spiritual creativity of students in the Early Childhood Islamic Education Department. This model was developed by correcting the weaknesses of the LTT model and adding an Integrated Twin Tower in each syntax based on the literature review that has been done before. Integrated Twin Tower is an innovative idea that has been developed at The Faculty of Tarbiyah and Teacher Training of UINSA with the foundation of thinking that the learning process cannot be separated between the core scientific fields of study and the Islamic values.

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The Evaluation of Responsibility Education Strategies of Primary School Teachers

Cited by 6 publications

References 12 publications

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

The Effects of Teaching Supported by Self-Regulated Learning on Students’ Learning and Studying Responsibility

Integrated Twin Tower (ITT) Based Learning to Think (LTT) Model to Enhance Scientific Creativity and Spiritual of students in the Early Childhood Islamic Education Department

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