International Journal of Educational Technology and Learning http://scipg.com/index.php/101 <p>The International Journal of Educational Technology and Learning (IJETL) is a peer-reviewed academic journal published by Scientific Publishing Institute.</p> Scientific Publishing Institute en-US International Journal of Educational Technology and Learning 2523-0581 The Implementation of Group Investigation, Direct Learning and Motivation toward Learning Outcome of Pancasila and Citizenship Education (PPKn) http://scipg.com/index.php/101/article/view/238 <p>Group Investigation (GI) is one of the complex methods in group learning that requires students to use high-order thinking skills. Direct Learning (DL) is one of the teaching approaches designed to support students’ learning processes related to declarative knowledge and well-structured procedural knowledge. DL can be taught by a gradual and step-by-step activity pattern. It is known that both models are related to student learning styles and learning outcomes. Learning outcome is a result of the learning process by using measurement tools, namely in the form of tests arranged in a planned manner, both written tests, oral tests, and deeds tests. This study was an experimental research. The population of the study were all class of 10th Grade from two religion-based senior high school, MA Al Khairiyah Balen and MA Muhammadiyah 1 Sumberrejo Bojonegoro, two classes from academic year of 2017/2018 in a total of 142 students. The researchers chose as sample for the experimental group was the class X of Natural Science (IPA) amounting to 36 students and the control class was the class X of Social Science (IPS) totaling 36 students. Sample selection is done by cluster sampling technique.</p> Yeni Rohmawati Iskandar Wiryokusumo Ibut Priono Leksono ##submission.copyrightStatement## 2019-01-17 2019-01-17 5 2 32 39 10.20448/2003.52.32.39 Evaluation Results of a Teacher Professional Development Program in Greece on Gifted and Talented Children Education (GATCE) http://scipg.com/index.php/101/article/view/248 <p>According to research results, gifted students need early intervention processes. However, school administrators and teachers have limited knowledge of the identification of giftedness and the development of programs for the specific student population, especially in Greece. An eight-month training program was designed and implemented to meet the K-6th- grade teachers’ learning needs about gifted education in a school district in Central Greece. The objective of this study is (was) to evaluate the results of the in-service teachers’ professional development program on gifted and talented children’s Education (GATCE) in Greece and its impact to the participants. The sample comprised of 47 K-6th grade teachers, 2 trainers and 1 education consultant. The results showed that most of the participators were satisfied with the eight-month training and considered it would help them effectively integrating theory about gifted students’ education into their instruction. Study results also indicated that the majority of the participants were involved in relevant tasks regarding the development of their lesson plans and the implementation of activities in the classroom. Since the completion of the training, the participants worked in groups to enrich the national curriculum and to develop activities for their gifted students.</p> Efthymia Gourgiotou Ioanna Katsavria Eleftheria Basagianni ##submission.copyrightStatement## 2019-01-17 2019-01-17 5 2 40 51 10.20448/2003.52.40.51 Serious Gaming as an Additional Learning Tool for Medical Education http://scipg.com/index.php/101/article/view/273 <p>Background: Computer-based learning methodologies have become more prevalent in the last decade. Web-based serious gaming and virtual patients are novel in medical education, which has the potential to become important tools to improve today's medical students' knowledge and performance. Methods: A total of 81 medical students participated in our study. They were either assigned to an intervention group or a control group. The intervention group completed a serious game module designed for Basic Life Support education. The control group received a theoretical lecture on the same content. On the next day, both groups received simulation-based hands-on training for BLS using the same criteria. All students were assessed with an Objective Structured Clinical Examination (OSCE) the following week. Results: There was no difference between the intervention group using a web-based serious game module for BLS and the control group that received a standard theoretical lecture from the faculty. Discussion and Conclusion: Computer-based interactive serious games seem to present a favourable additional tool for medical education. OSCE results imply, that the use of serious games as a self-learning strategy can be as useful as theoretical lectures; which means that it is saving the time of learners and educators.</p> Mehmet E. Aksoy Mehmet E. Sayali ##submission.copyrightStatement## 2019-01-17 2019-01-17 5 2 52 59 10.20448/2003.52.52.59