scholarly journals VALIDATION AND RELIABILITY OF TEACHER READINESS, TECHNOLOGY AND PEDAGOGY KNOWLEDGE TOWARDS TECHNOLOGY INTEGRATION IN 21ST CENTURY LEARNING

2019 ◽  
Vol 4 (33) ◽  
pp. 41-52
Author(s):  
You Eng Chieng ◽  
Choon Keong Tan
Keyword(s):  
Pilot Study ◽  
Secondary School ◽  
Social Science ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Learning ◽  
Pedagogical Knowledge ◽  
Validity And Reliability ◽  
Integration Of Technology ◽  
Teacher Readiness

The purpose of this study is to validate instruments for assessing the aspects of teacher readiness, technological knowledge, pedagogical knowledge in the integration of technology in 21st Century Learning in secondary school. Three experts in their respective fields were involved in the validity of the content of this instrument. Meanwhile, the construct validity and the reliability of the instrument were reviewed and analysed using the Statistical Package of Social Science (SPSS) Version 25.0 software. About 100 Science teachers were involved in this pilot study. The factor loadings for each items was greater than 0.5 and ranged from 0.55 to 0.84. While the reliability of alpha values are range from 0.91 to 0.95. These validity and reliability results show that the instrument is suitable to be used in the real study in future.

Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

2021 ◽  
pp. 66-75
Author(s):  
Azizi Alias ◽  
Kamisah Osman
Keyword(s):  
Science Teachers ◽  
Communication Skills ◽  
21St Century ◽  
Student Outcomes ◽  
Alternative Assessment ◽  
Multimedia Communication ◽  
Validity And Reliability ◽  
Intra Class Correlation ◽  
Absolute Agreement ◽  
Science Activities

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

scholarly journals IMPLEMENTATION OF CURRICULUM 2013 AT SOCIAL STUDIES SUBJECT IN ISLAMIC PUBLIC SECONDARY SCHOOL OF MALANG 1

2017 ◽  
Vol 26 (2) ◽  
pp. 169
Author(s):  
Silvi Nur Afifah
Keyword(s):  
High School ◽  
Social Studies ◽  
Secondary School ◽  
Social Science ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Public Secondary School ◽  
Scientific Approach ◽  
Descriptive Method

This study aims to determine the implementation of curriculum 2013 on subjects integrated Social Science in Malang 1 Islamic Public Junior High School. The research method used in this study is a qualitative approach with descriptive method. Collecting data has done through observation, interview and documentation study. The results showed that in general the implementation of Curriculum 2013 on Social Science subjects in Malang 1 Islamic Public Junior High School using an integrated scientific approach. Social Science teachers are still experiencing some obstacles and adjust to the real conditions in the field. This is evidenced in implementing learning Social Science teachers already using a scientific approach, but most of the integrated Social Science only occurs in the classroom so do not provide concrete learning experiences for students.

scholarly journals Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis

2021 ◽  
Vol 13 (4) ◽  
pp. 2228
Author(s):  
Azlin Norhaini Mansor ◽  
Nur Hidayah Zabarani ◽  
Khairul Azhar Jamaludin ◽  
Mohamed Yusoff Mohd Nor ◽  
Bity Salwana Alias ◽  
...  
Keyword(s):  
Secondary School ◽  
Online Teaching ◽  
Secondary School Teachers ◽  
Subjective Norms ◽  
Readiness For Change ◽  
Demographic Analysis ◽  
Validity And Reliability ◽  
School Teachers ◽  
Home Based ◽  
Teacher Readiness

The unprecedented disruption in education due to the COVID-19 pandemic has forced teachers worldwide to adapt to online teaching and the immediate implementation of home-based learning (HBL). However, little is known regarding teacher readiness for HBL. Thus, there is a pressing need to develop an instrument to measure teachers’ readiness for online teaching, which can provide feedback to guide policymakers and school leaders in planning strategic interventions and support for implementing HBL. This study aimed to refine and validate the HBL Teacher Readiness Scale and to ascertain the view of secondary school teachers on aspects of their readiness to implement HBL. A total of 931 from a population of 3826 secondary school teachers were selected using random sampling, from the state of Selangor, Malaysia. The validity and reliability of the HBL Teacher Readiness instrument were tested using exploratory factor analysis and reliability analysis. As a result of the analysis, the scale remained at 26 items across four factors, namely efficacy in technology, attitude, perceived behaviour control, and subjective norms. The Cronbach Alpha coefficient for the entire scale was 0.94. Demographic analysis revealed that, overall, the in-service teachers’ level of readiness was at a high level across all dimensions, although the highest was in attitude and the lowest was in subjective norms. Based on this initial sample, the HBL Teacher Readiness Scale was shown to be a suitable instrument to measure teacher readiness for change in the context of the implementation of HBL, although further testing should be conducted on more diverse groups.

scholarly journals PRACTICALITY OF SCIENCE TEACHERS BOOK WITH THE THEMES OF BLOOD FLUID USING LEARNING OF INTEGRATED CONNECTED TYPE 21ST CENTURY LEARNING

2019 ◽  
Vol 7 (11) ◽  
pp. 723-730
Author(s):  
Riza Helfira ◽  
◽  
Tri Anidya Putri ◽  
Ratnawulan a ◽  
Syafriani b ◽  
...  
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
21St Century Learning
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