The Experts below are selected from a list of 34449 Experts worldwide ranked by ideXlab platform

Wawan Setiawan - One of the best experts on this subject based on the ideXlab platform.

  • exploring science teachers Lesson Plans by the implementation of intelligent tutoring systems in blended learning environments
    Universal Journal of Educational Research, 2020
    Co-Authors: K D H Gunawan, S Liliasari, Ida Kaniawati, Wawan Setiawan
    Abstract:

    Recent technological developments have increasingly supported the science learning that presents artificial intelligence as part of Internet of Things (IoT). Its implementation can be carried out through Intelligent Tutoring Systems (ITS) in blended learning environment. This technology was used to support 29 Indonesian junior secondary science teachers in creating innovative Lesson Plans, which are members of competencies improvement programs. The purpose of this study was to describe the Lesson Plans that contain an integrated science teaching, supported by ITS in blended learning. The Lesson plan product was analyzed descriptively. This Qualitative method was used to determine its characteristics about curriculum integration, learning activity, technology integration, higher order thinking skills, and assessment process. The result revealed that most teachers have strongly represented aspects of these all required aspects. The Lesson plan created reflects the ability of teachers who are creative and capable to integrate various contents in learning activities. Learning activities are student-centered oriented to higher-order thinking skills. Technological support applied in learning activities is also an aid for students to be more motivated, as well as the presentation of assessment aspects that are relevant to the learning objectives. There are still some inadequacies in these results to be discussed. Thus, the potential future researches for supporting the science teaching are highly welcomed.

Husnul Khatimah Nur - One of the best experts on this subject based on the ideXlab platform.

  • developing english Lesson Plans for the first year students of sma 18 makassar based on the 2013 curriculum
    Langkawi: Journal of The Association for Arabic and English, 2016
    Co-Authors: Djuwairiah Ahmad, Husnul Khatimah Nur
    Abstract:

    This research developed English Lesson Plans based on 2013 curriculum for the first year students of SMAN 18 Makassar. The research objectivewas to develop English Lesson Plans based on the 2013 curriculum. It was conducted at the first year students of SMAN 18 Makassar. The research product made the students more active in the teaching learning process. Then,the producthelped teachers to make or design good Lesson Plans based on the 2013 curriculum. The research design was Research & Development (R&D). It applied Borg & Gall model. The procedures were researching, collecting information, planning,preliminary form of product, main product revision, final product revision, dissemination, and implementation. The research data were qualitative and quantitative data. The research instruments were expert validation and teacher feedback sheet. The research findings showed that the product was valid to be implemented in the classroom. It can be seen from the scores given by the experts and teachers. The validation score of the product was 80% indicatingvery well. Then, the score from the teacher’s feedback was 95%. Therefore, the researcher concluded that English Lesson Plans based on 2013 curriculum developed by the researcher was very good with the score on 80%-95%.

  • developing english Lesson Plans for the first year students of sma 18 makassar based on the 2013 curriculum
    ETERNAL (English Teaching Learning and Research Journal), 2015
    Co-Authors: Djuwairiah Ahmad, Husnul Khatimah Nur
    Abstract:

    This research developed English Lesson plan based on 2013 curriculum for the first year students of SMAN 18 Makassar. The objective of this research was to develop English Lesson Plans based on the 2013 curriculum. It was conducted at the first year students of SMAN 18 Makassar. The significance of this research was for students and teacher. For students, the product of this research made the students more active in the teaching learning process. Then, for the teacher was helped them to make or design good Lesson Plans based on the 2013 curriculum. The research design of this research was Research & Development (R&D). It applied model R&D which adapted from Borg & Gall model. The steps of the model were research and information collecting, planning, developing preliminary form of product, main product revision, final product revision, and dissemination and implementation. The types of data of this research were qualitative and quantitative data. The research instruments were expert validation sheet and teacher feedback sheet to obtain the data about the product. The result of the research showed that the product was valid to implement in the classroom. It can be seen that the product valid from score that expert and teacher gave. The validation score that the researcher got was 80% meant the product was very good and score from teacher feedback was 95%. Based on the data above, the researcher concluded that developing English Lesson Plans based on 2013 curriculum that the researcher conducted was very good with the score on 80%-95%.

Dominik Petko - One of the best experts on this subject based on the ideXlab platform.

  • self reported technological pedagogical content knowledge tpack of pre service teachers in relation to digital technology use in Lesson Plans
    Computers in Human Behavior, 2021
    Co-Authors: Mirjam Schmid, Eliana Maria Brianza, Dominik Petko
    Abstract:

    Abstract TPACK is a prominent model of teacher expertise for effectively teaching with digital technologies. While numerous studies have investigated teachers’ TPACK by means of self-report surveys, its relation to more objective outcomes like Lesson planning has only recently come into focus. The aim of this study was to investigate whether differences in use of digital technologies in Lesson Plans are related to self-reported TPACK. Lesson Plans of 173 pre-service teachers were coded for whether or not they included the use of digital technologies as well as for whether this use was intended for teachers or students. Independent t tests and ANOVAs were used to compare individual TPACK components among groups. Subsequently, unique profiles of all TPACK components were identified using cluster analyses and investigated for group differences via cross tabulation. Logistic and multinomial regressions were conducted to investigate the relations between TPACK profiles and technology use controlling for gender, age, and subject group. Overall results showed no significant group differences for either individual TPACK components or for the two- and five-cluster solutions of TPACK profiles. Subject group emerged as the only significant predictor and STEM pre-service teachers showed positive relations of TPACK components and technology use in Lesson Plans.

Anne L Seifert - One of the best experts on this subject based on the ideXlab platform.

  • the best laid Plans educational innovation in elementary teacher generated integrated stem Lesson Plans
    Journal of Educational Research, 2017
    Co-Authors: Christina M Sias, Louis S Nadelson, Stephanie Juth, Anne L Seifert
    Abstract:

    ABSTRACTStudents need to be prepared for the 21st century by developing the literacy skills necessary for participating in the age of synthesis—an age that requires a progressive set of skills and knowledge. The authors identified nine educational innovations that are perceived to be effective for preparing students for the 21st century age of synthesis society. They coded a collection of 39 teacher-generated Grade 3–5 science, technology, engineering, and mathematics (STEM) Lesson Plans to document the extent to which the teachers included these nine educational innovations their STEM Lesson planning. The authors found practices such as project-based and student-centered learning (which are common established approaches to teaching STEM) to be strongly represented in the Plans, whereas practices such as family involvement and place-based learning (which have not been traditionally used in STEM instruction) were less evident in the Plans. In their discussion they explore the implications for STEM teaching...

Nils Faltin - One of the best experts on this subject based on the ideXlab platform.

  • a study on the use of a metadata schema for characterizing school education stem Lessons Plans by stem teachers
    Journal of Computing in Higher Education, 2016
    Co-Authors: P Zervas, Eleftheria Tsourlidaki, Yiwei Cao, Sofoklis Sotiriou, Demetrios G Sampson, Nils Faltin
    Abstract:

    Online labs (OLs) constitute digital educational tools which can have a significant role in supporting science, technology, engineering and mathematics (STEM) teachers in their daily teaching practice. Designing STEM Lessons supported by specific OLs is a challenging task and thus, it is useful for STEM teachers to be able to share their Lesson Plans in a way that these can be effectively searched by others. The most common way to facilitate this process is (a) to characterize the Lesson Plans with appropriately selected educational metadata and (b) to build a web repository that collects the metadata records of the Lesson Plans (following a common metadata schema) and offers search and retrieval functionalities. In our previous work, a metadata schema that can be used for characterizing STEM Lesson Plans supported by OLs has been proposed. The scope of this paper is to complement the findings of our previous work and present the technical implementation of the proposed metadata schema via a web-based repository, namely the Go-Lab repository and a study on the real usage of the metadata schema’s elements through the analysis of the Lesson Plans’ metadata records that have been published to this repository by STEM teachers.