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Financial Literacy: Study of a University Students Sample
Fernando Oliveira Tavares, Luís Gomes Almeida, & Maria Nascimento Cunha
pp. 499-510 | Article Number: ijese.2019.042
This article aims to study the level of financial literacy of a sample of University students in the metropolitan area of Porto, in Portugal. The research method used is quantitative and exploratory, demanding an inquiry made to the population under study.
The literature review is based on financial literacy field studies. It was found that almost half of young people between 18 and 24 years ignore the household income, but the majority (62.0%) has an opened account at the Bank. It was concluded that the students in this sample had meager knowledge of finance, not coming to recognize the Euribor as the interest reference rate in the Euro zone.
The University students have a low knowledge about the commission’s banks charge for bank accounts and only around 20.0% know the exact amount are charged. Although the vast majority considers very important financial planning (66.8%), it was found that young people chooses not to make investments, opting to keep the money in the checking account.
Keywords: financial literacy, financial education, financial literacy, financial decisions, financial wellness
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A Model of Environmental Education Competency Development for Teachers in Secondary Schools
Yodsaphon Wanchana, Pram Inprom, Wee Rawang, & Art-ong Jumsai Na Ayudhya
pp. 511-520 | Article Number: ijese.2019.043
This research was to create a model of environmental education (EE) competency development for teachers in secondary schools, which has been conducted by the multi-research method. The data were collected by questionnaire for the operational teachers in eco-schools, and structured interview for the experts from teacher advisors, and the mentor teachers of the eco-school project, which analyzed by percentage, mean score, standard deviation, weight mean score, and index of congruence. The research findings revealed that most informants were having intermediate level of EE competency in 6 parts: environmental knowledge, fundamental understanding on EE, responsibility on EE teacher actualization, EE planning and operating, promoting of EE learning, and EE evaluation. The EE innovation was created to develop the teachers from various subjects to perform the integrated learning for the student’s environmental actualization before conserving or solving the community environmental problems. This systematically consisted of 5 steps including: analyzing the environmental policy covering national, educational area, and school policies; studying the community environmental problem; designing the environmental learning project; identifying the learning standard; and performing the integrated lesson plan. The innovation efficiency was confirmed both internal and external skills by authentic assessment.
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An Analogy Activity for Teaching Chemical Reaction and Collision Theory from Perspectives of Pre-Service Science Teachers
pp. 521-534 | Article Number: ijese.2019.044
In chemistry, events are explained in three dimensions: microscopic, macroscopic, and symbolic. Achieving a complete understanding of a chemical event requires integrating these three dimensions. Research on the comprehension of chemistry concepts shows that students sometimes fail to use them correctly in explaining chemical events. Students especially have difficulty in understanding and explaining some chemistry topics because of their abstract structures like chemical reactions. This study aims to evaluate an analogy activity developed for teaching chemical reaction and collision theory from the perspectives of pre-service science teachers. To this end, the analogy activity developed on chemical reaction and collision theory was carried out with the 1st grade 42 science students (i.e. pre-service teachers) attending a state university, and their opinions were received. The observation notes taken and the analogy tables filled in by the students were used to evaluate the analogy. In general, the pre-service teachers considered the analogy distinctive, interesting, and amusing relative to other methods and thought that the analogy helped them concretize the concept of chemical reaction, see the events taking place in the reaction process in detail, and provided them with an insight into developing activities and materials of this sort in the future.
Keywords: analogy, chemical reaction, collision theory, evaluation, pre-service science teachers
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The Improvement of Prospective Teachers’ Habits of Mind during the 5E+e Inquiry Learning Program in Horticulture Course
Muhammad Syaipul Hayat, Nuryani Y. Rustaman, Adi Rahmat, & Sri Redjeki
pp. 535-545 | Article Number: ijese.2019.045
Habits of mind are important things to be equipped to prospective teachers. In order to be able to solve every problem they face, prospective teachers should be used to have self-regulation, critical thinking, and creative thinking. Therefore, to achieve these objectives, appropriate learning experience and strategies are needed. In this article, an entrepreneurship-oriented 5E (Engagement, Explain, Exploration, Elaboration, and Evaluation) inquiry learning program is developed, it is also called 5E+e. The focus of this article is to investigate the improvement of prospective teachers’ Habits of Mind during horticulture course through the 5E+e inquiry learning program. The quasy experiment method was used in this study with one group pretest-posttest design with the involvement of 31 Biology Education students in one teachers Institution in Central Java on their sixth semester who took the horticulture course. Data were collected using questionnaires and observation sheets in the form of a Habits of Mind rubric adapted from the Marzano’s framework. Data were then analyzed in quantitative and in qualitative descriptive manner from various sources, so as to obtain comprehensive conclusions. Research results show an improvement on the average Habits of Mind score of prospective teachers, where the average score collected before the program was given was at 2.68; and the average score after being given the program was at 3.34 of 4.00 scale. The calculated N-gain is 0.31; which is in the moderate category. The data were supported by the results of observations during the learning process which at each stage shows progress, i.e. stage I (3.11), stage II (3.08), stage III (3.39), and stage IV (3.59). Based on the findings, students can cultivate horticultural crops creatively with a variety of planting techniques, critical when observing plant growth and development, and diligent in maintaining a successful crop cultivation project. Thus, it can be concluded that 5E+e inquiry learning program implemented in horticultural course can greatly improve the Habits of Mind of prospective teachers.
Keywords: habits of mind, prospective teacher, 5E+e inquiry, horticulture
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An Immersive Geoscience Field Course as a Vehicle for Exploring the Nature of Science
Nathan Anderson Quarderer, Ted Neal, John Dunkhase
pp. 547-562 | Article Number: ijese.2019.046
Preservice science teachers need to be put into situations where their existing conceptions of science, teaching, and learning are challenged in immersive, inquiry-based learning environments, before being asked to create similar spaces in their own classrooms. One approach to meeting this objective is through field-based geoscience courses designed for preservice teachers and education majors. The benefits that these experiences provide for preservice teachers’ self-efficacy, understanding of the nature of science, and science content knowledge are well documented. The study reported on here describes one such geoscience field course tailored for preservice elementary and secondary science instructors, and the impact that experience had on participating students’ ideas about science and teaching. Qualitative methods including In Vivo and emotion coding of transcripts from informal interviews with participants offer a unique opportunity for these preservice teachers’ voices to be heard, in their own words, as they reflect on their week spent in the field, and how that experience informed their conceptions of the nature of science. Findings suggest that the field geology course challenged preservice teachers’ existing epistemologies of science as they demonstrated a new understanding of the empirical, creative, and tentative aspects of scientific knowledge. Discussion of how these findings might be incorporated into the broader collection of science teacher preparation efforts is included.
Keywords: geoscience, immersive, field-based, nature of science
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The Role of Local Government of Palu City in the Development of Adiwiyata Program
Juraid Abdul Latief, Baharuddin Hamzah, Asep Mahpudz, & Riady Ibnu Khaldun
pp. 563-569 | Article Number: ijese.2019.047
The research aims to analyze the efforts of the local government of Palu City in developing Adiwiyata school policies. The results of this study indicate that Adiwiyata is a program that aims to realize school citizens who are responsible for efforts to protect and manage the environment in harmony with the realization of increased awareness of the environment. There are several obstacles in the process of implementing the Adiwiyata program, especially for elementary and junior high schools in the Palu City, such as a number of schools that are unable to participate due to the lack of policy support from the local government, which has an impact on the lack of schools capable and willing to participate in the Adiwiyata program. The local government of Palu City has no policy in supporting each school to participate in the Adiwiyata program. In order to succeed the development of the Adiwiyata program, the role of the local government of the hammer city are: 1) compiling a road map for the development of the Adiwiyata school model in Palu City; 2) building cooperation between related agencies namely education and the Environment; 3) strengthening the institutional structure in each school; 4) providing incentives for schools that have succeeded in getting the Adiwiyata award.
Keywords: Adiwiyata School, Palu City government policy, school participation
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The Development of SSP by Utilizing Nusakambangan Biodiversity based on SETS to Enhance Soft Security and Practical Skills
Dadan Rosana, Sukardiyono, & Isna Amanatul Hayati
pp. 571-581 | Article Number: ijese.2019.048
The purposes of this research are (1) to produce Subject Specific Pedagogic (SSP) for Natural Sciences course by utilizing Nusakambangan biodiversity based on the valid and practical SETS (Science Environment Technology and Society) approach, and (2) to determine the effectiveness of the developed product to improve the students’ soft security and practical skills. This research can be categorized as development research adapting the 4-D model from Thiagarajan. The research procedures consisted of four stages, namely: (1) define (2) design (3) develop, and (4) disseminate. This research was conducted in two classes, the experimental class, and the control class, among the seventh grade students of State Junior High School in the school year of 2018/2019. The instruments for data collection were questionnaire, observation sheets, and pretest-posttest. The qualitative data consisted of input and suggestions from validator, students’ responses, and observations results, while the quantitative data were in the form of soft security questionnaire results and practical skills test scores. The data analysis techniques were in the form of normality test, homogeneity test, gain score and Manova test. The results showed that: (1) The SSP by utilizing Nusakambangan biodiversity based on SETS was declared valid to be used in the learning process that can be categorized as “very feasible”, (3) The developed SSP was effective in enhancing the students’ soft security and practical skills with p value of 0,000 <α 0.05.
Keywords: SSP, Nusakambangan, SETS, soft security, practical skills
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