Primary school teachers’ attitude to board-games and their board-game playing practice

The usage of games in the process of teaching and learning is always advantageous, because children prefer to learn playfully. Board-games are particularly enjoyable for children. They do not learn consciously, but they enjoy playing together with their parents and siblings, because board-games bring together both family and friends. Playing board-games is not only a joyful activity, it also develops different skills of the player, as communication skills, strategy creating and problem solving competency, cooperation, etc. Nowadays there are many boardgames on sale, active board-game playing communities organize events, and a culture of playing board-games is developing. Thus integrating board-games in educational activities seems to be a natural process to follow. But this integration has many obstacles, as time and curriculum constrains, the lack of methodological knowledge of the teachers, inadequate choose of educational board-games for some subjects, etc. The aim of this research is to study primary school teachers’ attitude to playing board-games and their board-game playing practice. The results show that majority of the participating elementary school teachers love playing boardgames, almost half of them also play board games in their private life. Most of them bring these games to the classroom as well. Teachers love these games, because they are fun, teach logical thinking, make students creative, help them to relax, are team builders, motivate students to learn, get used to speed, develop attention, teach strategies, and are childhood favorites.

The Relationship Between Case Manager Competence and Nurse Burnout in Indonesia

This study aims to identify the relationship between case manager competency and nurse burnout in Indonesia. A cross-sectional survey was conducted with 235 nurses in three hospitals located in Jakarta and Tangerang. The questionnaire used in this study comprise of: demographic data; General Self Efficacy Scale; Nurse Manager Competency Scale; and Oldenburg Burnout Inventory. Most respondents experienced emotional exhaustion and disengagement. The case manager’s competence reported low. Analysis showed that the case manager’s competence in actuating, communication, and problem-solving associated with nurse burnout. Direction, communication competency, and problem-solving competency of the case manager may reduce the burnout of nurse executor. Improving the competence of nurse manager is very important in order to reduce nurse burnout. Keywords: burnout, case manager, managerial competencies, work environment

A Continuous-Time Dynamic Choice Measurement Model for Problem-Solving Process Data

Problem solving has been recognized as a central skill that today’s students need to thrive and shape their world. As a result, the measurement of problem-solving competency has received much attention in education in recent years. A popular tool for the measurement of problem solving is simulated interactive tasks, which require students to uncover some of the information needed to solve the problem through interactions with a computer-simulated environment. A computer log file records a student’s problem-solving process in details, including his/her actions and the time stamps of these actions. It thus provides rich information for the measurement of students’ problem-solving competency. On the other hand, extracting useful information from log files is a challenging task, due to its complex data structure. In this paper, we show how log file process data can be viewed as a marked point process, based on which we propose a continuous-time dynamic choice model. The proposed model can serve as a measurement model for scaling students along the latent traits of problem-solving competency and action speed, based on data from one or multiple tasks. A real data example is given based on data from Program for International Student Assessment 2012.

DEVELOPMENT OF COLLABORATIVE PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH TEACHING METHOD OF WORKING IN CORNERS IN TEACHING CHEMISTRY AT HIGH SCHOOLS

Collaborative problem-solving competency is one of the essential competencies, it is the combined competency of individual and social factors, demonstrating the ability to solve problems through team cooperation. With the organization of learning for students to perform group tasks in the corners, teaching methods of working in corners to have many conditions to develop collaborative problem-solving capabilities for students. However, in practice, when applying this teaching method, teachers only focus on designing tasks that fulfill the goal of knowledge and skills without paying attention to developing problemsolving capabilities through collaborative learning. In addition, teachers also face many difficulties in designing tools to assess students' competency. The paper presents principles and processes for designing learning tasks for collaborative learning activities in cornerbased teaching methods to develop collaborative problem-solving competency and building its assessment tools for students in high schools.