Template-Type: ReDIF-Article 1.0 Author-Name: Bunga Dara Amin Author-Name-First: Bunga Dara Author-Name-Last: Amin Author-Email: bungadara57@gmail.com Author-Workplace-Name: Makassar State University Author-Name: Ahmad Swandi Author-Name-First: Ahmad Author-Name-Last: Swandi Author-Email: ahmadfisika40@gmail.com Author-Workplace-Name: Makassar State University Author-Name: Abdul Haris Author-Name-First: Abdul Author-Name-Last: Haris Author-Email: abd.haris@unm.ac.id Author-Workplace-Name: Makassar State University Title: IMPLEMENTATION OF PHYSICS LEARNING BASED ON HYPERMEDIA TO ENHANCE STUDENT?S PROBLEM SOLVING SKILL Abstract: The objectives of this research were to examine the effect of hypermedia?s implementation as physics learning tools on student?s problem solving skills as well as their attitude towards the hypermedia used. The type of research was pre-experimental using one group pre-test-post-test design. The subject of this research was physics students of Fakultas Keguruan Ilmu Pendidikan (FKIP) or Teaching and Education Faculty, Universitas Muhammadiyah Makassar year 2017/2018 totalling 31 students. Data was analyzed by using descriptive statistics namely N-Gain test. The results showed that the highest score of problem solving skill achieved before the implementation of hypermedia was 32 and 63 after the implementation from the ideal score of 76. N-Gain analysis showed the average improvement of problem solving skills before and after the implementation was 0.59 and in category average 74.19%. Score of every indicator of problem solving skills before the implementation was below 50% and above 50% afterwards. Meanwhile, perception analysis showed that the average score was 84.12% indicating that students were highly agree and happy with the implementation of hypermedia in physics learning. Classification-JEL: I23 Keywords: Hypermedia learning tools, Problem solving skills, Physics education, Learning activity Journal: International Journal of Teaching and Education Pages: 1-11 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-22000 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-22000?download=1 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:1-11 Template-Type: ReDIF-Article 1.0 Author-Name: Jana Marie ?afránková Author-Name-First: Jana Marie Author-Name-Last: ?afránková Author-Email: jsafrankova@gmail.com Author-Workplace-Name: University of West Bohemia, Project Centre Author-Name: Martin ?iký? Author-Name-First: Martin Author-Name-Last: ?iký? Author-Email: martinsikyr@seznam.cz Author-Workplace-Name: University of West Bohemia, Project Centre Author-Name: Jana Coufalová Author-Name-First: Jana Author-Name-Last: Coufalová Author-Email: coufalov@fpe.zcu.cz Author-Workplace-Name: University of West Bohemia, Project Centre Title: The quality assessment methods of teaching in Czech Republic Abstract: The University of West Bohemia in Plze? is the only one public higher education institution in the Pilsen Region The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a pilot project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on "Improving Educational Activities and Modern Educational Trends" and on the subsequent implementation and reflection of student education with new teaching methods. The pilot survey was conducted in May and June 2018 in 79 in-depth interviews. The results analyze in detail the views of the students - taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order. Classification-JEL: I21, I29, I23 Keywords: Quality of teaching, methods of teaching, educational activity, university, students Journal: International Journal of Teaching and Education Pages: 12-21 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-22009 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-22009?download=2 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:12-21 Template-Type: ReDIF-Article 1.0 Author-Name: Toshiyuki Sakabe Author-Name-First: Toshiyuki Author-Name-Last: Sakabe Author-Email: t.sakabe0124@gmail.com Author-Workplace-Name: Hokkaido University of Science Author-Name: Kate Sato Author-Name-First: Kate Author-Name-Last: Sato Author-Email: sato-ka@hus.ac.jp Author-Workplace-Name: Hokkaido University of Science Title: Action Research on Asynchronous Inter-Cultural Communication Video Exchanges Abstract: Japanese university students studying the sciences often lack opportunities to communicate globally with other students in English. In order to offer opportunities to such students, an asynchronous inter-cultural communication video exchange (ICVE) was included as a classroom activity as a part of the syllabus in the authors? classroom. The aim was to open the way for students to deepen inter-cultural understanding while practicing their English language skills. Students were put into groups, and during the semester each group recorded 4 videos. The videos were exchanged with a university in Finland and a high school in France. At the end of the semester in the first year of the ICVE, a questionnaire was distributed to uncover the students? perspectives about the ICVE. The results showed about 70 % of students felt that 4 videos during one 15-week-semester was too many. Nevertheless, all of the students said they would recommend the ICVE to a friend. The results also indicated the following three points, 1. more time is needed to practice before shooting videos, 2. the students enjoyed themselves, and 3. group members should have been changed for each video recording. From the results the following year?s ICVE was planned resulting two main changes: the number of videos being reduced from four to three, and, the members of each group being different for each video recording. At the end of the semester a similar questionnaire was distributed. This research shares the results from the second year of the ICVE and discusses how the ICVE can be conducted concurrent with other activities in the syllabus. Also a comparison of the results of the two years of questionnaires feedback will also be highlighted. Classification-JEL: I23, I29 Keywords: English education, English pedagogy, culture, international universities, Japan Journal: International Journal of Teaching and Education Pages: 22-34 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-21949 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-21949?download=3 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:22-34 Template-Type: ReDIF-Article 1.0 Author-Name: Mikael Segolsson Author-Name-First: Mikael Author-Name-Last: Segolsson Author-Email: mikael.segolsson@ju.se Author-Workplace-Name: Jönköping University Author-Name: Ĺsa Hirsh Author-Name-First: Ĺsa Author-Name-Last: Hirsh Author-Email: asa.hirsh@ju.se Author-Workplace-Name: Jönköping University Title: How skilled teachers enable success in their teaching with respect to inclusion and knowledge development: A qualitative study based on teachers? experiences of successful teaching Abstract: The study answers the following question: What teaching practices do skilled teachers report as being key to enabling successful teaching with respect to inclusion and knowledge development? The participants in this study where 20 teachers, from 10 Swedish municipalities, who taught 16 to 18 year-old students. The study is based on interviews with (recognised) skilled teachers who possess the ability to include all of their students in everyday teaching practices in such a way that students are motivated to engage in knowledge development, based on their unique abilities. All of the participating teachers are in agreement that good knowledge of the subject being taught is foundational to such teaching, but other abilities are needed if teaching is to be successful. Based on phenomenological theory, this study identifies six themes which complement ?good knowledge of the subject?. The themes relevant to teaching success are: (i) the active and systematic creation of relationships; (ii) demonstration that the teacher wants to be with the student, here and now; (iii) a continual striving to become a better teacher and demonstration of the same; (iv) a sharing of responsibility for learning with the students; (v) the creation of learning opportunities; (vi) the establishment of trust and a sense of security. Classification-JEL: I29, I21 Keywords: Skilled teachers, successful teaching, teaching actions, teaching actions, phenomenology, inclusion, knowledge development Journal: International Journal of Teaching and Education Pages: 35-52 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-21939 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-21939?download=4 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:35-52 Template-Type: ReDIF-Article 1.0 Author-Name: Leona Sta?ová Author-Name-First: Leona Author-Name-Last: Sta?ová Author-Email: leona.stasova@uhk.cz Author-Workplace-Name: University of Hradec Králové Title: Discourse on Family in Context of Education: Family as a Topic in Selected Czech Journals of Pedagogy Abstract: This paper presents the results of a qualitative content analysis with an aim to show how topics related to family appeared and were discussed in Czech specialist journals in the field of education. The qualitative analysis follows a prior quantitative part. Two important Czech periodicals, e-Pedagogium and Orbis Scholae, were selected for qualitative analysis as they have a greater thematic scope and their content covers a broader context of the processes of teaching and education. The period selected for analysis of the journals spanned years 2006 to 2016. The aim of the qualitative analysis was to ascertain how the issue of family was approached in specialist discourse on education, which topics it covered, and how it placed them into the context of the process of education. In total, 696 texts from both journals were analysed. The qualitative analysis of content performed according to Mayring showed six basic categories that summarised the mediated discourse on family in education ? family as a source of support and a stabilising factor, family as an initiating factor, family as a variable entity, family as a problem, family as a subject in counselling and family as a subject of research. It was observed that family was perceived especially as an advantage or disadvantage of an individual in the process of education. Pedagogical discourse on family involved topics and employed the theory of both pedagogy and a number of related fields. In this respect, strong interdisciplinary aspects of the specialist discussion were apparent. Classification-JEL: I20, I21, I29 Keywords: Family Discourse, Education, Czech Journals of Pedagogy, Qualitative Analysis Journal: International Journal of Teaching and Education Pages: 53-69 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-21965 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-21965?download=5 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:53-69 Template-Type: ReDIF-Article 1.0 Author-Name: Muhammad Tahir Author-Name-First: Muhammad Author-Name-Last: Tahir Author-Email: drtahir79@gmail.com Author-Workplace-Name: International Islamic University, Islamabad Author-Name: Salih Yucel Author-Name-First: Salih Author-Name-Last: Yucel Author-Email: syucel@csu.edu.au Author-Workplace-Name: Charles Sturt University Title: MOTIVATIONAL TECHNIQUES FOR TEACHING: PROPHETIC MODEL Abstract: In recent years, teaching has become a challenging activity due to modernization and globalization. Teachers exercise a variety of modern motivational techniques to deliver knowledge in educational institutes. Motivation is considered a central key in the process of teaching and learning. The present study aims to explore pedagogical motivational techniques used and lived by the Prophet Muhammad (pbuh stands for peace be upon him) for teaching and education. Essentially, the personality of the Prophet (pbuh) was a pinnacle of teaching philosophy and educating. The present study is articulated employing an analytical review of some authentic traditions of the Prophet (pbuh) to address these motivational techniques. The findings reveal that his motivational techniques for teaching and educating are likely to use in the promotion of appropriate teaching and learning. The Prophet?s motivation methodology is monotheistic centric (tawhidi centric) with a high goal by addressing to the heart, mind and soul. It is in the peak level of perfection (ihsan). With applying such methodology, he made the most primitive and illiterate of peoples into the masters and teachers of the world in 23 years. Adhering to Prophetic motivational techniques for teaching and educating, teachers may play a more useful role in educational institutes. Overall, this study serves as a gateway for Muslim teachers and instructors to be effective in teaching and educating activities as well as researchers, educationists, and scholars to be motivated in exploring the personality of the Prophet (pbuh) as a universal teacher and educator. Classification-JEL: I29, Z00 Keywords: motivational, techniques, teaching, Prophetic, model Journal: International Journal of Teaching and Education Pages: 70-85 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-17459 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-17459?download=6 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:70-85 Template-Type: ReDIF-Article 1.0 Author-Name: Michaela Tureckiova Author-Name-First: Michaela Author-Name-Last: Tureckiova Author-Email: michaela.tureckiova@pedf.cuni.cz Author-Workplace-Name: Faculty of Education, Charles University, Department of Andragogy and Educational Management Author-Name: Jana Marie ?afránková Author-Name-First: Jana Marie Author-Name-Last: ?afránková Author-Email: janamarie.safrankova@pedf.cuni.cz Author-Workplace-Name: Faculty of Education, Charles University, Department of Andragogy and Educational Management Title: The activation of forms of higher education and the competence of a university teacher Abstract: The article is based on long-term knowledge and partial researches of the authors focused on reflection of students and teachers and on various teaching methods used for activation of university students mostly in the fields of study focused on management and personnel management. The aim of the paper is to reflect the competences of the university teacher necessary for the realization of various forms of teaching, their comparison with students' opinions and attitudes and to reflect on changes in attitudes to teaching lectures, seminars and exercises so as .Using a questionnaire survey and controlled interviews at the Faculty of Education, Charles University, School Management Centre (since 2018 Department of Andragogy and Education Management), a sample of 325 students in combined study. data were continuously collected in 2015?2018, Masaryk Institute of Advanced Studies, CTU in Prague, 350 full-time students. Nowadays it is necessary with the generation change of students, with informatisation and digitization, the influence of society 4.0 to change the way of teaching to suit the attitudes and thinking of the current generation of students and to enable the transfer of knowledge and skills and their fixation. The main approaches are the activation method of teaching, linked to the group, respectively. teamwork. The relevance of the findings is tied to the study of differentiation between full-time and full-time students in relation to the age cohort. Classification-JEL: I21, I23, J24 Keywords: Competence, university teacher, form of higher education, activisation forms in teaching Journal: International Journal of Teaching and Education Pages: 86-96 Volume: 7 Issue: 2 Year: 2019 Month: October File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-22008 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-22008?download=7 Handle: RePEc:sek:jijote:v:7:y:2019:i:2:p:86-96