Dinamika discipline u učenju temeljenu na projektima u osnovnoj školi
komparativna studija multikulturnoga i monokulturnoga okružja
DOI:
https://doi.org/10.15291/ai.4850Ključne riječi:
disciplina učenika u učionici, kulturno okruženje, djetinjstvo, socijalna interakcijaSažetak
U radu se istražuje utjecaj multikulturnog i monokulturnog učioničkog okruženja na dinamiku discipline i implementaciju učenja temeljenog na projektima (eng. Project-Based Learning, PjBL) u osnovnim školama. Glavni je cilj ispitati kako kulturni kontekst oblikuje disciplinirano ponašanje učenika i strategije koje učitelji koriste unutar okvira PjBL-a. Korištena je kvantitativna komparativna metoda, koja je obuhvatila 76 učenika iz četiriju škola u Zapadnom Sulawesiju, Indonezija. Podaci su prikupljeni korištenjem samoprocjene discipline i testa izvedbe PjBL-a. Rezultati su pokazali značajne razlike u dinamici disciplini (t = 10,386, p < 0,001) i PjBL-u (t = 6,947, p < 0,001) između okruženja. Regresijska analiza pokazala je da disciplina i PjBL zajednički objašnjavaju 76,7% varijance u vrstama okruženja (R² = 0,767, F = 120,164, p < 0,001). U monokulturnim okruženjima disciplina je bila jači prediktor, dok je u multikulturnim okruženjima PjBL imao veći utjecaj. Ovi rezultati naglašavaju potrebu za strategijama specifičnim za kontekst, pri čemu disciplina podržava strukturu u monokulturnim učionicama, dok PjBL povećava angažman u multikulturnim. Rezultati istraživanja naglašavaju važnost prilagodbe nastavnih metoda u učionici, pružajući vrijedne uvide za učitelje i donositelje obrazovnih politika. Buduća istraživanja trebaju istražiti dodatne varijable i longitudinalna praćenja kako bi dublje razumjeli dinamiku discipline učenika.
Reference
ALEXANDER, M. A. (2019). A Cultural Evolution Model for Trend Changes in the American Secular Cycle. Cliodynamics: The Journal of Quantitative History and Cultural Evolution, 10(1), 456–467. https://doi.org/10.21237/C7CLIO10141084
ALON, I., & HIGGINS, J. M. (2005). Global leadership success through emotional and cultural intelligences. Business Horizons, 48(6), 501–512. https://doi.org/10.1016/j.bushor.2005.04.003
AMUNDSEN, A. B. (2023). Religious heritage in the North. Approaching Religion, 13(2), 6–20. https://doi.org/10.30664/ar.130637
AREIQAT, A. Y., ALHEET, A., & HAMDAN, Y. (2024). Multicultural and Monocultural Innovative Team Benefits, Success, and Implementation (pp. 125–131). https://doi.org/10.1007/978-981-99-6909-8_11
ARTHUR, N. (2002). Developing multicultural counseling competencies through experiential learning. Counselor Education and Supervision, 42(1), 2–14. https://doi.org/10.1002/j.1556-6978.2002.tb01299.x
BARKER, L. A., & UKPONG, C. (2020). Monocultural versus Multicultural. In The Wiley Encyclopedia of Personality and Individual Differences (pp. 215–220). Wiley. https://doi.org/10.1002/9781119547181.ch300
BICER, A. (2021). A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students. International Journal of Education in Mathematics, Science and Technology, 9(2), 252–281. https://doi.org/10.46328/ijemst.1254
BOYLE, D. (1999). The road less traveled: Cross-cultural, international experiential learning. International Social Work, 42(2), 201–214. https://doi.org/10.1177/002087289904200208
CASILLAS, J. C. (2014). Speed of the internationalization process: The role of diversity and depth in experiential learning. Journal of International Business Studies, 45(1), 85–101. https://doi.org/10.1057/jibs.2013.29
CIMEN, O. A. (2014). Discussing Ethnomathematics: Is Mathematics Culturally Dependent? Procedia - Social and Behavioral Sciences, 564(Maret), 344–356. https://doi.org/10.1016/j.sbspro.2014.09.215
CRESWELL, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE.
DARMIANY, D., & MAULYDA, M. A. (2022). Decreasing Creativity in Elementary School Students During Online Learning Transition. Eurasian Journal of Educational Research, 97(62), 154–167. https://doi.org/10.14689/ejer.2022.97.08
EDMUNDS, S. (2005). Child Health Assessment at School Entry (CHASE) project: Evaluation in 10 London primary schools. Child: Care, Health and Development, 31(2), 143–154. https://doi.org/10.1111/j.1365-2214.2004.00461.x
GAIAS, L. M., LINDSTROM JOHNSON, S., BOTTIANI, J. H., DEBNAM, K. J., & BRADSHAW, C. P. (2019). Examining teachers’ classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 8(2), 156–167. https://doi.org/10.1016/j.jsp.2019.07.017
GARCIA-MILA, M., MIRALDA-BANDA, A., LUNA, J., REMESAL, A., CASTELLS, N., & GILABERT, S. (2021). Change in Classroom Dialogicity to
Promote Cultural Literacy across Educational Levels. Sustainability, 13(11), 6410. https://doi.org/10.3390/su13116410
GROSSMAN, P., DEAN, C. G. P., KAVANAGH, S. S., & HERRMANN, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100(7), 43–48. https://doi.org/10.1177/0031721719841338
HAIR, J. F., BLACK, W. C., BABIN, B. J., & ANDERSON, R. E. (2019). MULTIVARIATE DATA ANALYSIS (EIGHTH EDITION). Annabel Ainscow.
www.cengage.com/highered
HEALE, R., & TWYCROSS, A. (2015). Validity and reliability in quantitative studies. In Evidence-Based Nursing (3rd ed.). Focus on ExCale. https://doi.org/10.1136/eb-2015-102129
HERNÁNDEZ, M. S. (2023). Beliefs and attitudes of canarians towards the chilean linguistic variety. Lenguas Modernas, 62, 183–209. https://doi.org/10.13039/501100011033
HIRSCH, P. (2005). Real and virtual experiential learning on the Mekong: Field schools, e-Sims and cultural challenge. Journal of Geography in Higher Education, 29(3), 321–337. https://doi.org/10.1080/03098260500290892
HORST, C. A. VAN DER, & ALBERTYN, R. M. (2018). The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching. SA Journal of Human Resource Management, 16(1), 1–11. https://doi.org/10.4102/sajhrm.v16i0.951
IATSYSHYN, A. V. (2020). Application of augmented reality technologies for education projects preparation. CEUR Workshop Proceedings, 2643, 134–160.
KALKBRENNER, M. T., JAMES, C., & PÉREZ-ROJAS, A. E. (2022). College Students’ Awareness of Mental Disorders and Resources: Comparison across Academic Disciplines. Journal of College Student Psychotherapy, 36(2), 113–134. https://doi.org/10.1080/87568225.2020.1791774
KARTIKA, A. (2020). Indonesian Undergraduate Students’ Perceptions of Project-Based Learning in Critical Reading Class. ELT Worldwide: Journal of English Language Teaching, 7(1), 10. https://doi.org/10.26858/eltww.v7i1.11976
KOKOTSAKI, D., MENZIES, V., & WIGGINS, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
LATA SHARMA, H., & SARKAR, C. (2019). Ethnography Research: an Overview. International Journal of Advance and Innovative Research, 6(2), 1–6. https://www.researchgate.net/publication/333701617
LEE, H. J., KIM, C. H., HAN, I., & KIM, S. H. (2019). Comparative Study of Mental Health States Among Adolescents in Multicultural Versus Monocultural Families, Using the 13th Korean Youth Risk Behavior Web-Based Survey, 2017. Iranian Journal of Pediatrics, 29(5). https://doi.org/10.5812/ijp.92192
LEIFELS, K., & BOWEN, P. (2021). The dark side of teamwork–the relationship between social stressors, social resources and team member well-being in monocultural and multicultural work teams. Cross Cultural & Strategic Management, 28(4), 867–893. https://doi.org/10.1108/CCSM-08-2020-0172
LYON, J. A., FENNELL, H. W., & MAGANA, A. J. (2020). Characterizing students’ arguments and explanations of a discipline‐based computational modeling activity. Computer Applications in Engineering Education, 28(4), 837–852. https://doi.org/10.1002/cae.22256
MALTON, T. D., MALLORY, B. J., & CHANCE, L. (2012). Global Perspectives on School Leadership: an Ongoing Study of Policy, Practice, and Cultural Context. Journal of Global Intelligence & Policy, 5(9), 81–91.
NOLAN, K., & LUNNEY BORDEN, L. (2023). It’s All a Matter of Perspective. For the Learning of Mathematics, 43(2).
OSHER, D., BEAR, G. G., SPRAGUE, J. R., & DOYLE, W. (2010). How can we improve school discipline? Educational Researcher. https://doi.
org/10.3102/0013189X09357618
PRIHATNI, Y., PARDIMIN, P., & ANGGASARI, N. D. (2023). Instrument construct of student’s discipline attitude: Validity and reliability. Psychology, Evaluation, and Technology in Educational Research, 5(2). https://doi.org/10.33292/petier.v5i2.162
REGE, A., WILLIAMS, K., & MENDLEIN, A. (2019). A Social Engineering Course Project for Undergraduate Students Across Multiple Disciplines. 2019 International Conference on Cyber Security and Protection of Digital Services (Cyber Security), 1–8. https://doi.org/10.1109/CyberSecPODS.2019.8885085
RIDDERSPORRE, B., & STIER, J. (2022). Preschool Heads’ Notions of Digitalized Staff–Parent Communication: The Need to Move from Monocultural to Intercultural Communication in Multicultural Sweden. Journal of Intercultural Communication, 22(1), 1–16. https://doi.org/10.36923/jicc.v22i1.24
RIPLEY, D., ARTHARS, N., KHOSRONEJAD, M., & MARKAUSKAITE, L. (2024). Co-Designing for Learning Across Disciplines. In Creating Design Knowledge in Educational Innovation (pp. 178–192). Routledge. https://doi.org/10.4324/9781003391432-21
STARKEY, F. (2001). Evaluation of a primary school drug drama project: Methodological issues and key findings. Health Education Research, 16(5), 609–622. https://doi.org/10.1093/her/16.5.609
THUAN, P. D. (2018). Project-Based Learning: From Theory To Efl Classroom Practice. Proceedings of the 6th International Open TESOL Conference 2018, May 2018, 327–339.
VAN DER HORST, C. A., & ALBERTYN, R. M. (2018). The importance of metacognition and the experiential learning process within a cultural intelligence–based approach to cross-cultural coaching. SA Journal of Human Resource Management, 16(1), 1–11. https://doi.org/10.4102/sajhrm.v16i0.951
WEIGELT, C. (2009). Learning from supply-side agents: The impact of technology solution providers’ experiential diversity on clients’ innovation adoption. Academy of Management Journal, 52(1), 37–60. https://doi.org/10.5465/AMJ.2009.36461822
WILSON, A. (1982). Cross-Cultural Experiential Learning for Teachers. Theory Into Practice, 21(3), 184–192. https://doi.org/10.1080/00405848209543004
YIN, H., LEE, J. C.-K., & ZHANG, Z. (2020). Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches. ECNU Review of Education, 3(4), 610–631. https://doi.org/10.1177/2096531120911800
ZEN, Z., REFLIANTO, SYAMSUAR, & ARIANI, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8(11), e11509. https://doi.org/10.1016/j.heliyon.2022.e11509
