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'biology teaching' Search Results

Game-Based Learning Kit Method in Isometric Transformations: Usability and Effects on Students’ Achievement and Motivation

game based learning isometric transformations mathematics motivation

Siti Munirah Mohd Nasir , Zamzana Zamzamir , Nor’ain Mohd Tajudin , Sabarina Shafie , Norhayati Ahmat , Norsida Hasan


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This study focused on the development of teaching aids for the topic of Isometric Transformations for Form 2 students in Malaysia. The first objective was to determine the usability of teaching aids in the isometric transformations kit integrates game-based learning (GBL) Method (KitTI Method) and the second objective was to examine the effectiveness of using the KitTI Method on students’ achievement and motivation. This study was directed by the Design and Development Research (DDR) model with survey and quasi-experimental designs. The sample selection was conducted by cluster sampling involving Form 2 students from schools in the district of Muallim and Batang Padang in the state of Perak. The instruments used were KitTI Method Teaching Aids Usability Questionnaire (KMTAUQ), Isometric Transformations Topic Achievement Test (ITTAT), and KitTI Method Motivation Questionnaire (KMMQ). The findings showed that the mean score of KitTI Method‘s usability was high, the treatment group obtained significantly higher improvement in achievement compared to the control group while the mean scores of pre-test achievement as a covariate and students’ motivation in learning Isometric Transformations were high. Therefore, the KitTI Method is suitable to be implemented as a guide for mathematics teachers in designing dynamic teaching and learning and is able to improve students’ achievement and motivation.

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10.12973/ijem.9.2.321
Pages: 321-332
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The purpose of this systematic literature review (SLR) is to identify: (a) the topic of the study, (b) the research methods used, and (c) the results of research on Mathematics education in Malaysia. This study discusses the use of teaching aid (TA) in the field of syllabus and geometry for Form 2 students. The use of TA is considered highly successful and relevant for educators to improve the quality of the teacher’s instructions and students’ understanding. Therefore, using the rules of optional reporting items for systematic review and meta-analysis (PRISMA) by Moher et al. (2015), a review system was carried out to determine the appropriate strategies and variables for the field. Four stages constitute the PRISMA paradigm used in this study: identification, screening, qualification, and admission. Using criteria opted by researchers from multiple searches, including Google Scholar, Researchgate, Scopus, and Emerald, over 20 papers were identified for additional investigation. The data were then analysed quantitatively to describe the research's findings. From the results, two main research themes were found, namely (a) learning to use TA; and (b) the field of measurement and geometry of Mathematics. The results of the article analysis indicate that Mathematics education in Malaysia is currently at a moderate level and is ineffective at fostering students' understanding and interest. These results are anticipated to serve as the foundation for teachers, students, schools, and the Ministry of Education to undertake more engaging and interactive learning, particularly in the subject areas of mathematics and geometry.

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10.12973/ijem.9.2.387
Pages: 387-396
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The Influence of Teacher Efficacy on Education Quality: A Meta-Analysis

education quality meta-analysis study teacher efficacy

Ratna Hidayah , Muhammad Nur Wangid , Wuri Wuryandani , Moh Salimi


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This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that there is a strong influence of teacher efficacy on education quality.

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10.12973/ijem.9.2.435
Pages: 435-450
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Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021

pedagogical content knowledge (pck) science teacher education teaching

Alejandro Almonacid-Fierro , Sergio Sepúlveda-Vallejos , Karla Valdebenito , Noelva Montoya-Grisales , Mirko Aguilar-Valdés


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Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.

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10.12973/ijem.9.3.525
Pages: 525-534
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As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.

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10.12973/ijem.9.3.585
Pages: 585-601
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The iNaturalist application has been gaining traction in both biodiversity research and education. Increasingly more research is being carried out, looking into using the iNaturalist application in biology education, to promote biodiversity and educate students about this topic. We used the PRISMA systematic literature review method to examine research carried out using the iNaturalist application in biology education by searching Web of Science and Scopus, and including citizen science in the process. We searched through the iNaturalist forum, where users contribute research performed using iNaturalist. We found that an increasing number of articles have been published on this topic over the years. Researchers are using iNaturalist to improve BioBlitz activities, to enhance outdoor education activities, and to help make herbaria. Summarizing the work performed in this area, we suggest guidelines for including and preparing the iNaturalist application in a school context to be used by teachers and researchers alike.

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10.12973/ijem.9.4.725
Pages: 725-744
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An Exploration into the Impact of Flipped Classroom Model on Cadets’ Problem-Solving Skills: A Mix Method Study

flipped classroom mix method problem-solving skill

Muhammad Ivan , Maria Ulfah , Awalludin Awalludin , Novarita Novarita , Rita Nilawijaya , Di’amah Fitriyyah


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Many education and learning experts currently recommend the flipped classroom model as an alternative to learning after the COVID-19 pandemic. This study aims to explore the impact of the flipped classroom model on social skills and problem-solving skills for cadets. This research used a sequential mix method involving 50 maritime students in semester 7 of the Engineering Study Program at the Maritime Sciences Polytechnic Makassar, South Sulawesi, Indonesia. Researchers used two main instruments, namely problem-solving skill tests and interviews. Furthermore, in the quantitative analysis, the researcher ran paired sample t-tests and one-way Multivariate Analysis of Covariance (MANCOVA) using the SPSS 25.00 program. In addition, researchers also analysed qualitative data from interviews using thematic analysis techniques. The results showed that the flipped classroom model proved to have a positive effect on the problem-solving skills of maritime students. Other findings state that the cadets also respond positively to the flipped classroom model. Researchers recommend that teachers use the flipped classroom model, especially in dealing with learning in the post-pandemic era, like today.

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10.12973/ijem.9.4.745
Pages: 745-759
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Exploring Student Representations of Biodiversity in Science Education in Morocco: A Didactic Perspective

biodiversity school program secondary school students’ representation

Asma Id-Babou , Sabah Selmaoui , Anouar Alami , Nadia Benjelloun , Moncef Zaki


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In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students’ representations related to the concept of biodiversity. To meet this objective, a semi-structured interview and a questionnaire were used to collect data. 202 Moroccan students participated in this survey (46.5% from rural areas and 53.5% from urban areas of the "Direction Provinciale" of education of Guelmim city in Morocco). The results of the interview indicated that only 1.82% of the students gave a definition that consists of the three biodiversity dimensions, namely the species, the ecosystems, and the genetic diversity. The questionnaire results revealed a low to medium correlation between their representations and their acquired knowledge related to the concept of biodiversity dealt with in Moroccan school programs (from the discipline of "scientific activity" in the primary cycle and that of "life and earth sciences" in the secondary cycle). The results further indicated a low presence of supervised activities related to biodiversity within the school and therefore a low degree of influence on the students' representations. It was concluded that there was no effective transmission or adequate assimilation of the concept of biodiversity among the students surveyed.

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10.12973/ijem.9.4.815
Pages: 815-829
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Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education

bibliometric conceptual change misconception science education trend research

Mohd Zaidi Bin Amiruddin , Achmad Samsudin , Andi Suhandi , Bayram Costu


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This paper explores information related to misconceptions and conceptual change during the last thirty years 1992-2022 to be used as a preliminary study in science education. This study used bibliometric analysis with the help of the Scopus database. This paper used a bibliometric analysis study with the Scopus database and the help of MS Excel, VosViewer, and Rpackage software to visualize the data obtained. The results of this research found that Indonesian researchers have contributed the most in terms of the number of documents published in Australia and the United States. Additionally, research on these two topics has decreased since 2019 due to the Covid-19 pandemic. In addition, these findings present trends in the areas of misconceptions and conceptual change that can be used as baseline data for future research. Studies related to misconceptions will continue to develop because they cannot be separated from the inside of education, whether at any level of elementary school, middle school, or college. This is an opportunity that must be taken advantage of by institutions and policies in an effort to improve and create quality of education, teacher resources, and students.

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10.12973/ijem.10.3.367
Pages: 367-385
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