Journal of Pedagogy and Education Science

Perspective of Gestalt Theory and Art Education

Ahmet Göktuğ Kılıç — 2023-10-16

The perspective of art education is discussed in the context of Gestalt perception theory, and its necessity is emphasized. Undeniably, the Gestalt principle of perceptual organization and the concepts of perceptual illusion play an active role in forming motor skills and representing different points of view by activating perceptual processes such as creative and multidimensional thinking in art. Gestalt theory occupies an essential place in educational research. The Gestalt theory of perception supports holistic learning. In this sense, the goals to be achieved in art education are also crucial for the student. In visual perception, the cognitive orientation of the individual towards stimuli may vary from person to person. Approaching the same inspiration from a different angle can lead to misinterpretations of the trigger and affect learning. Although the reflections of Gestalt theory influence this view, it is considered the acceptance on which cognitive approaches are based. The basic understanding of thinking that underlies Gestalt learning theory accepts this fact and supports this fact with its underlying features. Cognitive thinking activities and perceptual orientations have an indirect effect on Gestalt theory. At the same time, the Gestalt theory and the resulting psycho-perceptual intuition have been evaluated and applied by many scientists and thinkers. Developed and presented theoretically by Max Wertheimer, Kurt Kofka, and Wolfgang Köhler, Gestalt theory led to the emergence of a new vision of visual perception in art education. Perceptual psychology, especially in the theories of Wertheimer, Kofka, and Köhler, offers a different perspective when approaching visual perception through illusion. In addition, the fact that Gestalt theory supports the learning and teaching process with a holistic learning approach has led to the openings from the perspective of art education and didactic in the context of visual perception because repeated learning in art education gains a new meaning and can develop positively if it is supported by holistic learning what you understand usually more meaningful and lasting. Finally, the research aims to explore the perspective of art education by highlighting the basic principles of Gestalt theory.

Integrating Science Learning in Indonesian Curriculum

Nhelbourne K. Mohammad — 2023-10-16

The 2013 Curriculum in Indonesia aimed to prepare individuals and citizens who were faithful, productive, creative, innovative, and practical, as well as actively contributing to society, region, state, and world civilization. Also, the change in the curriculum aimed to increase the students’ curiosity and active participation. This study focused on adopting and implementing the 2013 Curriculum for integrative science learning in secondary school at Muhammadiyah-1 Malang Junior High School in Malang City, Indonesia. Regarding teachers’ roles, the 2013 Curriculum was designed to improve teacher professionalism. However, existing literature did not show whether the teachers, learners, and schools were ready to adopt such a curriculum. Based on the analysis of the data obtained from the interviews, observations, and documentation from Muhammadiyah Secondary School, we found that the school could be ready to implement the 2013 Curriculum.

Effect of Jigsaw Teaching Approach on Students’ Academic Achievement in Business Education Practicum

Amaka Ukamaka Okeke — 2024-01-24

This study focused on the effect of jigsaw teaching approach on students’ academic achievement in business education practicum in colleges of education South-East, Nigeria. Two research questions guided the study while three hypotheses were tested. The study adopted quasi experimental research design of pretest, post-test non-randomized group. The study area is South-East Nigeria. The population of the study comprised 155 Business Education NCE II students from the seven colleges of education in South-East, Nigeria. The sample of the study is 67 NCE II Business Education students from two colleges of education in South-East, Nigeria. A Business Education Practicum Achievement Test (BEPAT) was developed by the researchers as to enable them collect data for the study. The instrument was validated by experts and subsequently administered to the 67 respondents used for the study. The administered test instrument were retrieved, marked and scored and the scores used for analysis. The items with regards to research questions were analyzed using mean and standard deviation while alternative hypotheses were tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed that teaching and learning business education practicum using jigsaw teaching approach improve students’ academic achievement. Result of the hypotheses shows that there was no significant difference between the academic achievement of male and female NCE II students in business education practicum. Findings on the interaction effect of teaching approaches and gender indicates that gender interact to affect students’ achievement in business education practicum. The researcher concluded that jigsaw teaching approach is effective in improving students’ achievement in business education practicum irrespective of gender.

Quality of Instruction and Entrepreneurial Mindset of Business Studies Students at Upper-Basic Schools in Nigeria

Olusegun Alao — 2024-01-30

Despite the employability and self-employment goals and objectives of pre-vocational subjects outlined in the National Policy on Education, the prevailing incidence of unemployment among the youth and its attendant crises in Nigeria were significant concerns to stakeholders and society. Therefore, this study sought to assess the quality of instruction in the Business Studies curriculum and students’ mindset for entrepreneurship and self-employment at public and private upper-basic schools in Lagos, Nigeria. Three research questions and three hypotheses guided the study. The study population comprised 4.435 students, all teachers of business studies subjects in the selected upper-basic schools in Lagos, Nigeria. Using simple random and proportional sampling techniques, the sample size was 467 students and 11 teachers. The research instruments used were a structured questionnaire and a checklist. The internal consistency of the research instruments, using the Cronbach Alpha reliability coefficient, yielded an average value of 0.72, which shows that the instruments were very reliable. Mean and standard deviation and t-tests were used as statistical tools at a 0.05 significance level. The findings show that the recommended experiential instructional strategies were not adequately implemented. Even though most respondents claimed to have a mindset for entrepreneurship and self-employment, many agreed that the quality of the Business Studies subject needs to improve for adequate employability and self-employment empowerment. Based on the findings, sufficient availability and functionality of the approved instructional resources and constant use of innovative instructional strategies were some of the recommendations.

Challenges in the Philippine Educational System and its Impact Towards Teachers' Instruction Strategies and Professional Growth

Ederliza D. Frianeza — 2024-02-07

Challenges in the education system significantly impact the teachers' strategies and methods of instruction and their efforts for professional growth. The challenges bring difficulty in achieving the desired outcomes; however, these cases create an opportunity for the teachers to think of the best strategy to give quality education and a positive future for Filipino learners. The article revealed that various educational system problems affect the quality of instruction teachers provide for the learners, like low government budget for education and the effect of the recently implemented K-12 curriculum. On the other hand, the article reviews the importance of the government's support for continuous professional development (CPD) of teachers.

[RETRACTED ARTICLE] Pedagogical Knowledge for Technology-Enhanced Learning

Sana Lamtara — 2024-01-14

The inexorable growth of technological use amidst COVID-19 strengthens the emerging paradigm in education and accelerates the need for technology-supported pedagogical knowledge. This paper examines how the principles of the four learning theories, behaviourism, cognitivism, constructivism, and connectivism, are implemented in the technology-enhanced learning environment to help faculty align their pedagogy and teaching methods with technology. A review is conducted to survey relevant literature concerning learning theories and pedagogical models to achieve this goal. This review relies on four major bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar, through which many articles are identified. Twenty-seven articles are selected according to the scope of the study. Then, a qualitative analysis is conducted to determine the four learning theories implemented in the online environment. The proposed pedagogical framework classifies the four learning theories in a hierarchical hierarchy according to their adherence to the student-centred learning approach. Connectivism is at the top of the pyramid due to its vast opportunities for learners’ autonomy, interactivity, and diversity. Constructivism precedes as it is also centred on learners, allowing for knowledge construction.

RETRACTION NOTICE: This article has been formally retracted as of March 12, 2024, at the authors' request. The authors assert that a paper similar to this article¹ has been published in the International Journal of Higher Education Pedagogies (IJHEP) without their knowledge or consent. The authors maintain that, having previously submitted their work to IJHEP for review before submitting it to JPES, they received no communication from IJHEP regarding the publication status, leading them to believe that their submission had been disregarded. Operating in good faith under this assumption, the authors subsequently submitted their article to JPES. In their statement, the authors emphasize that they never intended for their paper to be concurrently published in two journals, as they fully comprehend the ethical implications associated with such actions.

¹https://www.diamondopen.com/journals/index.php/ijhep/article/view/412

Analysis of Student Readiness for Online Learning at the University of Nueva Caceres, Philippines

Maria Marietta Basbas — 2024-02-14

The educational sector has been one of the most impacted by the COVID-19 pandemic. The unexpected change from a brick-and-mortar school setting to an online platform became mandatory. Universities and colleges, as the central part of Higher Education Institutions, are considered essential sectors that involve a different level of students who represent the future potential human labor force. Therefore, it is necessary to understand the online learning readiness of the students in this current set-up. This investigation aimed to examine the students' readiness for online learning of the College of Arts and Sciences students during the COVID-19 pandemic. This research also acknowledged that preparedness for online learning would vary according to the student's characteristics. The respondents were 163 CAS students. The Student Readiness in Online Learning (SROL) was used to measure student readiness in online learning. It was found that students are ready in communication and online student attributes and in approaching technical and time management readiness. Strong associations were found between time management and technical subscales along with the demographic factors’ year level of the students and learning modality. Overall, online learning readiness had a strong association with the learning modality of the students. It was concluded that students have limited skills and knowledge to apply a given task independently, which limits effective and successful learning outcomes that are apparent in managing their time well. It is recommended that these skill gaps be addressed to reduce concerns of students from falling behind.