Journal Description
Acta Pedagogia Asiana
Acta Pedagogia Asiana is an international, scientific, peer-reviewed, open-access journal on theoretical and applied sciences related to educational issues such as teaching to diversity, innovative engagements with new technologies, new repertoires of teacher practice published biannual online (January & July) by The Society of Tropical Science and Technology and Tecno Scientifica.
- Open Access — free for readers and authors, with no article processing charges (APC).
- Rapid Publication: manuscripts are peer-reviewed and a first decision provided to authors approximately 3 weeks after submission.
Articles
Articles
The Presence of a Play Space for Post Disaster Recovery
by
Novita Sari,
Euis Kurniati,
Laksmi Evasufi Widi Fajari
Abstract From the year 2000 to the year 2022, Indonesia has had a number of natural disasters that were big enough to be called "national disasters." After a natural disaster occurs, it has a significant physical and social impact. The Simple Multi Attribute Rating Technique (SMART) method is applied to determine the handling priority after a disaster due to the simple calculation process. The physical and psychological impacts caused by natural disasters in Indonesia are often ignored consciously. With the aim of normalization, it is necessary to repair and restore all aspects of public or community services as part of an effort to rehabilitate post-disaster areas. It is important to recognize the contribution to post-disaster reconstruction for victims who lost daily routine activities, emotional disturbance, family loss, and a sense of security. Trauma can be categorized as acute versus chronic and early versus late. The focus of this study was examining the presence of play spaces for post-disaster recovery. The hope is that this research aims to find out the extent of the presence of play spaces in providing services for post-disaster rehabilitation and reconstruction.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 64-71; https://doi.org/10.53623/apga.v2i2.179
190 viewsAbstract From the year 2000 to the year 2022, Indonesia has had a number of natural disasters that were big enough to be called "national disasters." After a natural disaster occurs, it has a significant physical and social impact. The Simple Multi Attribute Rating Technique (SMART) method is applied to determine the handling priority after a disaster due to the simple calculation process. The physical and psychological impacts caused by natural disasters in Indonesia are often ignored consciously. With the aim of normalization, it is necessary to repair and restore all aspects of public or community services as part of an effort to rehabilitate post-disaster areas. It is important to recognize the contribution to post-disaster reconstruction for victims who lost daily routine activities, emotional disturbance, family loss, and a sense of security. Trauma can be categorized as acute versus chronic and early versus late. The focus of this study was examining the presence of play spaces for post-disaster recovery. The hope is that this research aims to find out the extent of the presence of play spaces in providing services for post-disaster rehabilitation and reconstruction.[...] Read more. Full text
Developing Professional Creativity of Teachers Based on Problem Based Learning (PBL)
by
Shakhnoza Khaydaraliyevna Pozilova
Abstract The article determined the importance and problems of developing the professional creativity of teachers of professional educational institutions in professional training courses. Moreover, the article described the method of conducting practical training based on PBL, and as a result, the indicators of the evaluation criteria were given. The purpose of the article was the methodology of practical training organized on the basis of PBL to increase the professional creativity of teachers of professional education in training courses. Innovative-methodical projects were developed for improving teachers' professional creativity, and creative educational technologies and methods were used at each stage. Based on the mathematical and statistical analysis of the research, the types of personal and professional creativity of teachers were determined and the concept of professional creativity was revealed. A module aimed at enhancing the professional creativity of teachers was included in the curriculum of personnel retraining and professional development courses, and didactic support was developed with helping creative techniques and platforms which were helpful for assessing creative abilities of teachers. As a result, the professional creativity of teachers of vocational education was enhanced by 10%.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 106-114; https://doi.org/10.53623/apga.v2i2.237
82 viewsAbstract The article determined the importance and problems of developing the professional creativity of teachers of professional educational institutions in professional training courses. Moreover, the article described the method of conducting practical training based on PBL, and as a result, the indicators of the evaluation criteria were given. The purpose of the article was the methodology of practical training organized on the basis of PBL to increase the professional creativity of teachers of professional education in training courses. Innovative-methodical projects were developed for improving teachers' professional creativity, and creative educational technologies and methods were used at each stage. Based on the mathematical and statistical analysis of the research, the types of personal and professional creativity of teachers were determined and the concept of professional creativity was revealed. A module aimed at enhancing the professional creativity of teachers was included in the curriculum of personnel retraining and professional development courses, and didactic support was developed with helping creative techniques and platforms which were helpful for assessing creative abilities of teachers. As a result, the professional creativity of teachers of vocational education was enhanced by 10%.[...] Read more. Full text
Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection
by
Kuok Ho Daniel Tang
Abstract Reticence prevalent among East Asian students has prompted educators to attempt different methods to engage them. Gamification of courses has gained popularity as an avenue to encourage students’ participation, and it is facilitated by the roll-out of diverse online gamification platforms. This study aims to reflect on an educator’s experience of incorporating elements of gamification in an environmental science course delivered in a micro-campus established through a Sino-American educational collaboration. Gibb’s Reflective Cycle was adopted to guide the reflection practice. Gamification was implemented with three online interactive platforms, namely Poll Everywhere, Kahoot, and Quizizz. Poll Everywhere was mainly used for short polls and activities during lessons, while Kahoot and Quizizz were used for quiz-like competitions whose scores did not contribute to students’ grades. Kahoot created a lively atmosphere in class but was constrained by limits on players’ numbers, internet control, and the lag between sending and receiving responses. Quizizz had more game elements, which thrilled individual players but was less able to create the lively classroom the educator desired. It was more stable, perhaps because it was less subjected to internet control. Poll Everywhere had a less attractive scoreboard and was more appropriate for short classroom activities. Students' interest in the platforms tended to wane with each repeated use of the platforms. To improve the gamification experience, a mix of platforms could be used, and locally developed platforms could be sourced for stability and diversification.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 54-63; https://doi.org/10.53623/apga.v2i2.192
426 viewsAbstract Reticence prevalent among East Asian students has prompted educators to attempt different methods to engage them. Gamification of courses has gained popularity as an avenue to encourage students’ participation, and it is facilitated by the roll-out of diverse online gamification platforms. This study aims to reflect on an educator’s experience of incorporating elements of gamification in an environmental science course delivered in a micro-campus established through a Sino-American educational collaboration. Gibb’s Reflective Cycle was adopted to guide the reflection practice. Gamification was implemented with three online interactive platforms, namely Poll Everywhere, Kahoot, and Quizizz. Poll Everywhere was mainly used for short polls and activities during lessons, while Kahoot and Quizizz were used for quiz-like competitions whose scores did not contribute to students’ grades. Kahoot created a lively atmosphere in class but was constrained by limits on players’ numbers, internet control, and the lag between sending and receiving responses. Quizizz had more game elements, which thrilled individual players but was less able to create the lively classroom the educator desired. It was more stable, perhaps because it was less subjected to internet control. Poll Everywhere had a less attractive scoreboard and was more appropriate for short classroom activities. Students' interest in the platforms tended to wane with each repeated use of the platforms. To improve the gamification experience, a mix of platforms could be used, and locally developed platforms could be sourced for stability and diversification.[...] Read more. Full text
Leadership Through Discursive Strategies in Abiy Ahmed’s Welcoming Speech at the 35th Ordinary Session of the African Union Assembly
by
Ibrahim Srour
Abstract Diplomatic language and political discourse have always been inseparable and have wielded effects in terms of power, control, and domination. These effects depended on how language was used and for what purpose. The article stems from the premise that the use of specific strategies, particularly discursive strategies, enables users to convey power and leadership. Consequently, this article analyzes the political discourse, specifically the diplomatic language, used in the welcoming speech delivered by Ethiopia's Prime Minister Abiy Ahmed at the African Union (AU) Assembly. The analysis is conducted based on Reisigl and Wodak's Discourse-Historical Approach (DHA) theory, focusing on their five discursive strategies. The goal is to uncover the discursive strategies employed by Abiy Ahmed to achieve unity and, through unity, convey Africa's power in general, in the face of foreign intrusion, as well as Ethiopia's power specifically. The analysis reveals that the discursive strategy of predication predominated throughout the speech, both individually and in combination. Predication was employed to showcase notions of power, positivity, independence, and sovereignty of Ethiopia. By utilizing these discursive strategies, Abiy emphasizes the importance of collaborative efforts to overcome any obstacles that arise in Africa.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 115-123; https://doi.org/10.53623/apga.v2i2.252
573 viewsAbstract Diplomatic language and political discourse have always been inseparable and have wielded effects in terms of power, control, and domination. These effects depended on how language was used and for what purpose. The article stems from the premise that the use of specific strategies, particularly discursive strategies, enables users to convey power and leadership. Consequently, this article analyzes the political discourse, specifically the diplomatic language, used in the welcoming speech delivered by Ethiopia's Prime Minister Abiy Ahmed at the African Union (AU) Assembly. The analysis is conducted based on Reisigl and Wodak's Discourse-Historical Approach (DHA) theory, focusing on their five discursive strategies. The goal is to uncover the discursive strategies employed by Abiy Ahmed to achieve unity and, through unity, convey Africa's power in general, in the face of foreign intrusion, as well as Ethiopia's power specifically. The analysis reveals that the discursive strategy of predication predominated throughout the speech, both individually and in combination. Predication was employed to showcase notions of power, positivity, independence, and sovereignty of Ethiopia. By utilizing these discursive strategies, Abiy emphasizes the importance of collaborative efforts to overcome any obstacles that arise in Africa.[...] Read more. Full text
Policy Analysis: Parental Rights on Vaccination - Right to be Educated
by
Ashna Devi,
Sharnit Gosai
Abstract This paper examined evidence from various perspectives on the vaccination debate in the United States. It discusses reasons that revolve around the concept of parental rights regarding vaccination, while also exploring numerous factors that influence shifting opinions on this controversy. The experiences of individuals are taken into consideration, alongside the broader population. Historical events that contribute to the discussion of vaccine hesitancy are presented as evidence. The paper delves into the impact of misinformation and its ability to influence the general public through various media outlets. The contribution of physicians in educating their patients about childhood vaccination is also considered. Additionally, the paper explores the balance between maintaining human rights to religious practice and ensuring maximum protection against contagious diseases in our communities.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 84-94; https://doi.org/10.53623/apga.v2i2.228
169 viewsAbstract This paper examined evidence from various perspectives on the vaccination debate in the United States. It discusses reasons that revolve around the concept of parental rights regarding vaccination, while also exploring numerous factors that influence shifting opinions on this controversy. The experiences of individuals are taken into consideration, alongside the broader population. Historical events that contribute to the discussion of vaccine hesitancy are presented as evidence. The paper delves into the impact of misinformation and its ability to influence the general public through various media outlets. The contribution of physicians in educating their patients about childhood vaccination is also considered. Additionally, the paper explores the balance between maintaining human rights to religious practice and ensuring maximum protection against contagious diseases in our communities.[...] Read more. Full text
Problem Based Learning in Engineering Course in Malaysia
by
Tony Hadibarata,
Topik Hidayat,
James Kwabena
Abstract Problem-based learning (PBL) is an effective educational approach that promotes critical thinking, collaboration, and creativity. The study aimed to review an implementation of PBL in engineering course in Malaysia. PBL has been shown to be effective in engaging students in the learning process by presenting them with complex, open-ended problems that require critical thinking and creativity to solve. Through this process, students develop their critical thinking skills, including their ability to analyze information, evaluate arguments, and make sound judgments. PBL also helps students to develop their problem-solving skills, which are essential in the real world. Despite its benefits, implementing PBL in the classroom can also have some challenges and limitations. It can be time-consuming, difficult to assess, challenging to implement in large classes, and may not be suitable for all students. Thus, careful planning and preparation are required before implementing PBL in a university setting. In an engineering course, PBL provides students with opportunities to develop their critical thinking and problem-solving skills, as well as to enhance their collaboration and communication abilities. It also allows students to see the relevance of the knowledge and skills they are learning and to take ownership of their learning. Therefore, implementing PBL in a university requires identifying appropriate learning objectives and designing a problem or scenario that aligns with those objectives. The problem or scenario should be complex and open-ended, requiring students to draw on knowledge and skills from multiple subject areas. The implementation of PBL should also involve ongoing evaluation and refinement to ensure its effectiveness.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 95-105; https://doi.org/10.53623/apga.v2i2.234
111 viewsAbstract Problem-based learning (PBL) is an effective educational approach that promotes critical thinking, collaboration, and creativity. The study aimed to review an implementation of PBL in engineering course in Malaysia. PBL has been shown to be effective in engaging students in the learning process by presenting them with complex, open-ended problems that require critical thinking and creativity to solve. Through this process, students develop their critical thinking skills, including their ability to analyze information, evaluate arguments, and make sound judgments. PBL also helps students to develop their problem-solving skills, which are essential in the real world. Despite its benefits, implementing PBL in the classroom can also have some challenges and limitations. It can be time-consuming, difficult to assess, challenging to implement in large classes, and may not be suitable for all students. Thus, careful planning and preparation are required before implementing PBL in a university setting. In an engineering course, PBL provides students with opportunities to develop their critical thinking and problem-solving skills, as well as to enhance their collaboration and communication abilities. It also allows students to see the relevance of the knowledge and skills they are learning and to take ownership of their learning. Therefore, implementing PBL in a university requires identifying appropriate learning objectives and designing a problem or scenario that aligns with those objectives. The problem or scenario should be complex and open-ended, requiring students to draw on knowledge and skills from multiple subject areas. The implementation of PBL should also involve ongoing evaluation and refinement to ensure its effectiveness.[...] Read more. Full text
Student-centered Approach in Teaching and Learning: What Does It Really Mean?
by
Kuok Ho Daniel Tang
Abstract Student-centered approach has been the center of attention in teaching and learning as the emphasis to shift away from teacher-centered approach is growing. While the term has been widely used, it remains unclear how it can be effectively operationalized given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and included a thematic analysis of their contents to systematically present the methods to operationalize student-centered approach. A channel to practice student-centered approach is project-based learning where students work on projects, such as community and design projects, and are expected to manage the projects or at least propose actions or solutions. Problem-based learning is a variant of project-based learning and students often work on scenarios, cases, questions, or problems which are less extensive than projects. Problem-solving usually precedes lectures to promote self-directed learning and facilitate scaffolding. An argument-based curriculum incorporates arguments and debates that engage students in the self-discovery of different perspectives on a given topic. Student-centered approach is closely linked to the use of technology for research, interactions, gamification, simulations, and feedback. Student-centered feedback prompts active learning through deliberate feedback while adaptive teaching involves students in content-building. This review contributes to the enhancement of student-centered elements in teaching and learning.[...] Read more. Full text
Acta Pedagogia Asia 2023, 2(2), pp 72-83; https://doi.org/10.53623/apga.v2i2.218
535 viewsAbstract Student-centered approach has been the center of attention in teaching and learning as the emphasis to shift away from teacher-centered approach is growing. While the term has been widely used, it remains unclear how it can be effectively operationalized given the continuum nature of teacher-centered and student-centered approaches. This article examines 34 articles and included a thematic analysis of their contents to systematically present the methods to operationalize student-centered approach. A channel to practice student-centered approach is project-based learning where students work on projects, such as community and design projects, and are expected to manage the projects or at least propose actions or solutions. Problem-based learning is a variant of project-based learning and students often work on scenarios, cases, questions, or problems which are less extensive than projects. Problem-solving usually precedes lectures to promote self-directed learning and facilitate scaffolding. An argument-based curriculum incorporates arguments and debates that engage students in the self-discovery of different perspectives on a given topic. Student-centered approach is closely linked to the use of technology for research, interactions, gamification, simulations, and feedback. Student-centered feedback prompts active learning through deliberate feedback while adaptive teaching involves students in content-building. This review contributes to the enhancement of student-centered elements in teaching and learning.[...] Read more. Full text
