IJRDO - Journal of Educational Research (ISSN: 2456-2947) https://ijrdo.org/index.php/er <p>The scope of IJRDO Journal of educational Research is not limited to the following topics: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, Education Policy and Leadership, Educational Administration, Educational Foundations, Educational Measurement and Evaluation, Educational Psychology, Educational Technology, Elementary Education, Experimental Education.<br><span style="font-size: 1.5em;"><strong> <span style="color: #fcbd0f; text-shadow: #666666 0px 0px 3px;">Current Impact Factor: 2.375</span></strong></span></p> en-US <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>IJRDO Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> editor@ijrdo.org (Naeem Akhtar) info@ijrdo.org (Naveen Malik) Sun, 19 May 2019 07:44:30 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 The Effect of Discovery Learning on Students' Mathematical Discovery Learning Skill https://ijrdo.org/index.php/er/article/view/2887 <p><em>Mathematical discoveries are useful in supporting science and technology development. Nevertheless, there was not as much attention about discovery of mathematics in the school environment. Therefore, students need learning environment so they could learn to study who to discover mathematics. The research aims to analyze the impact of the combining of technology in discovery learning on students’ skill in discovering mathematics. In addition, the research examines the influences of other factors, namely school qualification and prior knowledge. The research was a quasi-experimental with posttest-only design. Based on analysis of data, it was able to be concluded that the learning factor did not effect on students‘ skill in discovering mathematics and there were effects of qualifications of school and prior knowledge. There was a significant interaction between approaches of learning and school qualifications on the students' skill in discovering mathematics. The interaction between approach of learning and prior knowledge; between the school qualification and prior knowledge; and among approach of learning, qualifications of school, and prior knowledge on the students' skill in discovering mathematics was no significant. Integrating technology in discovery learning be able to be applied in teaching and learning of mathematics especially in high level of qualification of school and high level of prior knowledge of students to improve their skill in discovering mathematics.</em></p> Joko Suratno Copyright (c) 2019 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/2887 Fri, 17 May 2019 06:04:37 +0000 Curriculum Planning based on Economic Knowledge in Some Developed Countries https://ijrdo.org/index.php/er/article/view/2836 <p>Trade deficits, stock market woes, inflation, and the energy crisis are examples of economic problems in almost every under development countries during the past three decades. However, it is unlikely that most citizens understand what created these kinds of problems or how leaders have tried to solve them. This lack of knowledge is a consequence of insufficient emphasis on economics in the general education of citizens. This paper uses an integrated approach to examine the impact of a knowledge based economy on curriculum. It discusses a generic profile of an effective knowledge worker and how countries are responding to the challenge. This study shows how to plan and develop a new curriculum model based on economy. To meet the desired educational outcomes, it complements curriculum changes with a pedagogic approach that transforms the role of teachers to facilitators of learning.</p> Amir Toghyani Khorasgani, Jahanbaksh Rahmani Copyright (c) 2019 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/2836 Sun, 19 May 2019 09:48:09 +0000