http://www.newinera.com/index.php/JournalLaEdusci/issue/feed Journal La Edusci 2022-09-01T16:04:32+07:00 Dr. Erwin Akib erwinakib@newinera.com Open Journal Systems <p>International <strong>Journal La</strong><strong> Edusci</strong> ISSN 2721-1258 (Online) and ISSN 2721-0979 (Print) includes all the areas of research activities in all fields of Education such as Teacher education, Population education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Women education, Educational management, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, Moral education, Philosophy of education, University systems, E learning, Library and etymology, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education,&nbsp; Developmental Education, Educational technology, Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, CSPE (Civil, Social, and Political Education), Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community.</p> http://www.newinera.com/index.php/JournalLaEdusci/article/view/662 Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature 2022-08-18T10:36:55+07:00 Ganira Khavugwi Lilian lilianganira@gmail.com <p><em>Education for sustainable development (ESD) emphasizes integration of values inherent in all curricular to encourage changes in behavior that allows a just society for all. The ESD pedagogy initiated by UNESCO highlights a shift towards active participation and experiential learning methods which engage learners in critical thinking and ability to act responsively for informed citizenship. Integrating sustainable development pedagogies, which include problem-based, inquiry-based and reflective learning in social studies curriculum, encourages creativity, critical thinking and respect for cultural diversity and creation of a sustainable society.&nbsp; Anchored on constructivism theory, the study used data from both primary and secondary sources on influence of ESD through social studies curriculum.&nbsp; Secondary data was sourced mainly from the internet, focusing on the work of UNESCO on education for sustainable development.&nbsp; Literature reviewed established that social studies curriculum, which is entrenched in values of humanity provides opportunities for lifelong learning and sustainable development. The ESD pedagogies facilitate learning of knowledge, promotes skills, perspectives and values that sustainable societies require for spurring the 21st Century and beyond. The systematic review recommends that teaching and learning of social studies should incorporate appropriate pedagogies for sustainable development for learners to progress to adult life as responsible and functional citizens for collective harmony.</em></p> 2022-06-30T00:00:00+07:00 Copyright (c) 2022 Journal La Edusci http://www.newinera.com/index.php/JournalLaEdusci/article/view/654 An Analysis and Evaluation toward the Implementation of Teacher Competency Test in Makassar, South Sulawesi, Indonesia 2022-08-18T10:39:17+07:00 Muthia Mutmainnah Darmuh muthiamutmainnah@celebesscholarpg.com Rezki Ramdani rezki@unismuh.ac.id <p><em>The purpose of this research is to analyze and evaluate the Teacher Competency Test (TCT) implementation in Makassar, South Sulawesi, Indonesia. In addition, this research analyzed the perspectives of instructors, officer representatives, and academics on the TCT Objective and Implementation, as well as the Program's Effectiveness and Efficiency. This research used a qualitative approach and in-depth interviews. The results imply that the current TCT does not accurately reflect teachers' real-world proficiency owing to teachers' lack of computer literacy, since they were evaluated using a computer-based testing. However, the outcomes of this evaluation are also valuable for government decision-making on the mapping of teachers' requirements and future development. Second, the development of TCT program management and the quantity of financing for teacher training must be enhanced to assure the program's future viability. This research concludes by recommending a strategic shift to enhance student learning: mapping teachers' competency and education and the Sustainable Teachers Training and Development Program. Proper and ongoing professional development would not only assist instructors in supporting successful learning, but it would also enable experienced teachers to work with novice teachers and act as mentors for them, therefore enhancing classroom learning circumstances.</em></p> 2022-06-30T00:00:00+07:00 Copyright (c) 2022 Journal La Edusci http://www.newinera.com/index.php/JournalLaEdusci/article/view/686 Willingness to Get Vaccinated and Attitude Toward COVID-19 among Humanities and Social Sciences Students 2022-08-19T10:15:51+07:00 Athena Ella G. Antepuesto aathenaella@gmail.com Dennis A. Coja, Jr. dennisxcoja@gmail.com Therese Carmel C. Comeros Theresecarmelcomeros2@gmail.com Juliana Mae T. Flores julianamaetflores@gmail.com Flordeliza S. Gagani fsgagani@usc.edu.ph Vea Marielle T. Guantero veamarielleguantero@gmail.com Daven Egan D. Labitad dedlabitad@usc.edu.ph Anne Valerie S. Torrejos avtorrejos4@gmail.com <p><em>Divergent viewpoints about COVID-19 health guidelines continue to impact the collective effort to reduce COVID-19 transmission. Thus, this descriptive-correlational study was conducted to determine if there is a significant relationship between the level of willingness to get vaccinated against COVID-19 and the attitude toward COVID-19 among sixty randomly selected Grade 12 Humanities and Social Sciences students of the University of San Carlos - South Campus in Cebu City, Philippines. Online data collection was done through two adapted and reliable Likert-type survey questionnaires. The findings indicated that the degree of willingness to be vaccinated was high (x = 3.79, SD = .98), while the level of attitude toward COVID-19 was very high (x = 4.36, SD = .75). Moreover, the correlation between the two variables was found to be significant, r(58) = 0.48, p = .000104, p &lt; .05 at = .05. Therefore, the null hypothesis of no significant relationship was rejected, and the researchers found that there is a weakly positive correlation (r =.48) between the levels of willingness to be vaccinated and the students' attitude regarding COVID-19. This result indicates that their attitude toward COVID-19 improves in proportion to their vaccination willingness. This also suggests that adolescents who understand authorized COVID-19 vaccination guidelines are more eager to get the COVID-19 vaccine. The researchers recommend that more initiatives be developed to boost the public's desire and attitude toward COVID-19 immunization, and that additional research be conducted to validate results and examine trends in other communities.</em></p> 2022-08-19T10:14:35+07:00 Copyright (c) 2022 Journal La Edusci http://www.newinera.com/index.php/JournalLaEdusci/article/view/678 Teachers’ Best Practices: A Phenomenological Philosophy 2022-08-28T16:45:52+07:00 Jonifer Dultra main.03107088@cnu.edu.ph <p><em>The purpose of this study is to explore the perceptions of teachers in the field in order to generate a theory from teachers’ best practices.&nbsp; This qualitative study utilized a survey questionnaire and followed a Straussian grounded-theory design to guide the coding and collection of interview data to identify emerging categories and generate such theory.&nbsp; The researcher had collected data through interviews with 15 respondents who are regular/permanent secondary school teachers.&nbsp; A constantant comparative analysis of the data were generated on teachers’ best practices theory.&nbsp; This emergent theory states that the perception of teachers’ practices will matter that there is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to the school and student outcomes.</em></p> 2022-08-28T16:45:17+07:00 Copyright (c) 2022 Journal La Edusci http://www.newinera.com/index.php/JournalLaEdusci/article/view/699 The Academic Faltering of Orphan Students in the Quarantine of Covid-19 2022-09-01T16:04:32+07:00 Jabbar Frayyeh Shraida jabbarshh@gmail.com <p><em>The research objectives are there individual differences between the sample members according to gender, Limitations of the Study Curriculum book for first grade reading in Iraq for 2020-2021 academic years, the sample A sample (400) of the current research was selected from male and female teachers in Baghdad who expressed a desire to answer the research questions and The research tool: An exploratory question that was presented to teachers, “What are the reasons for students, ' failure to a study from your point of view, and 30 reasons were collected, Are there individual differences between the sample members according to the gender variable. It was found there are no individual differences between the Ganders and the reasons are known to them.</em></p> 2022-09-01T16:04:06+07:00 Copyright (c) 2022 Journal La Edusci