NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Halida; Mappiare-AT, Andi; Ramli, M.; Dewantara, Sa'dun Akbar Jagad Aditya; Fitriyah, Fifi Khoirul – Pegem Journal of Education and Instruction, 2022
Social harmony stimulations should be given as early as possible since it correlates with a number of conducts, such as respecting cultural differences, tolerance, and willingness to constructively resolve a conflict. As social harmony affects students' characters, an intervention to enhance their social harmony is required. This study aims to…
Descriptors: Foreign Countries, Social Values, Junior High School Students, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Stern, Alissa Joy – Journal of Multilingual and Multicultural Development, 2017
For a language to survive, it must be spoken and passed down to the next generation. But how can we engage teenagers--so crucial for language transmission--to use and value their local tongue when they are bombarded by pressures from outside and from within their society to only speak national and international languages? This paper analyses the…
Descriptors: Social Media, Social Networks, Language Maintenance, Cost Effectiveness
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Endang Susantini; Ulfi Faizah; Muji Sri Prastiwi; Suryanti – Journal of Baltic Science Education, 2016
This research developed educational video that showed a modeling of using scientific approach in cooperative learning. The purpose of this research was (1) to describe how pre-service teachers implement scientific approach in cooperative learning after carrying out a modeling session through this educational video, and (2) to describe the views of…
Descriptors: Video Technology, Cooperative Learning, Modeling (Psychology), Preservice Teacher Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Mansyur, Jusman; Darsikin – International Education Studies, 2016
This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with…
Descriptors: Direct Instruction, Introductory Courses, Physics, Cognitive Ability