PUPIL: International Journal of Teaching, Education and Learning http://www.grdspublishing.org/index.php/PUPIL <p><strong>ISSN</strong> <strong>2457-0648</strong></p> Global Research & Development Services Publishing en-US PUPIL: International Journal of Teaching, Education and Learning 2457-0648 <p><strong>Copyright of Published Articles</strong></p> <p>Author(s) retain the article copyright and publishing rights without any restrictions.</p> <p><a href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" alt="Creative Commons License" /></a></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.</p> TEACHING TOLERANCE IN INDONESIA: A STUDY ON THE MINISTRY OF EDUCATION YOUTUBE CHANNEL http://www.grdspublishing.org/index.php/PUPIL/article/view/2115 <p><em>Th</em><em>is</em> <em>article</em> <em>investigates the maxim of tolerance based on the inspirators' opinion on tolerance which is stated clearly in each video related to Kant's moral theory and ways of teaching implemented by each inspirator in promoting tolerance. </em><em>This research applies a qualitative approach. The data is taken by observing </em><em>4 </em><em>videos</em><em>, based on the number of views that</em><em> contain tolerance</em><em>,</em><em> of the </em><em>M</em><em>in</em><em>istry of Education and Culture of Indonesia Youtube Channel</em><em>. The youtube channel name is Cerdas Berkarakter Kemdikbud RI. The playlist name which contains the teaching of tolerance is </em><em>K</em><em>ata </em><em>M</em><em>ereka</em><em> (They Say)</em><em>. The method used in data analysis is content analysis</em><em>. </em><em>The findings of the research are:</em><em> all inspirators' statements on tolerance satisfy the maxim of Kant's view and all the inspirators implemented communication that create good and joyful interaction to establish tolerance to their audience/students.</em></p> Irawaty Irawaty Rini Fidiyani Rindia Fanny Kusumaningtyas Copyright (c) 2023 Irawaty Irawaty, Rini Fidiyani, Rindia Fanny Kusumaningtyas https://creativecommons.org/licenses/by-nc/4.0 2023-03-15 2023-03-15 7 1 01 14 10.20319/pijtel.2023.71.0114 BUILDING A SCALE OF COMPETENCE TO APPLY INTERDISCIPLINARY INTEGRATED KNOWLEDGE INTO PRACTICE FOR STUDENT http://www.grdspublishing.org/index.php/PUPIL/article/view/2100 <p><em>Vietnam began to implement a new general education program to replace the previous one in 2018. According to the new program, the content has many topics that integrate interdisciplinarity. Therefore, teachers need to be able to teach in the direction of interdisciplinary integration to develop students' competence. The current situation in Vietnam shows that teachers are still not confident because they do not have much interdisciplinary integrated knowledge in applying integrated knowledge </em><em>into practice </em><em>to the teaching process. This leads to the consequence that when they teach topics related to real life, it will not be feasible, reducing the effectiveness of teaching in schools, and difficult to achieve the goals required by the Ministry of Education and Training. For the above reasons, universities that train pedagogical students also need to make appropriate adjustments to foster and train pedagogical students’ competence in applying interdisciplinary knowledge into practice. The article presents the research results on the process of building and designing the scale, which are specific criteria to measure and evaluate the competence to apply knowledge in the practice of physics pedagogical students. In addition, we also propose an illustrative example to contribute to improving the quality of training for students of Physics pedagogy.</em></p> Tran Thi Kiem Thu Copyright (c) 2023 Tran Thi Kiem Thu https://creativecommons.org/licenses/by-nc/4.0 2023-03-15 2023-03-15 7 1 15 24 10.20319/pijtel.2023.71.1524 “HIGHER, FASTER, STRONGER”: CHAMPIONING CLASSROOM TEACHING http://www.grdspublishing.org/index.php/PUPIL/article/view/2122 <p><em>This qualitative narrative-autoethnography research explores my journey as a Wushu Athlete into becoming a teacher. My research intended to cull my life stories and experiences to elucidate my attitude, approaches, and visions as a teacher. My personal stories were drawn from my personal accounts of becoming a Wushu Olympic champion and the journey that led me into the noblest profession of all. Given the opportunity to teach Wushu at a prestigious university, I am privileged to utilize my techniques and skills and share them with my students. My idea is to shape my ideologies in teaching based on my athletic journey. Through this narrative, I discovered that my experiences placed me in good stead as an effective classroom teacher. While I realized the importance of theoretical foundation and practical knowledge in teaching Wushu, I must emphasize that teaching is also about creating relationships and instilling the right attitude among students.</em></p> Qingjian Zhao Copyright (c) 2023 Qingjian Zhao https://creativecommons.org/licenses/by-nc/4.0 2023-03-15 2023-03-15 7 1 25 37 10.20319/pijtel.2023.71.2537 THE USE OF COLLABORATIVE LEARNING TOOLS IN TEACHING ROUTINE SKILLS IN CHINESE MARTIAL ARTS http://www.grdspublishing.org/index.php/PUPIL/article/view/2113 <p><em>Collaborative learning methods using technology tools provide an opportunity to learn even outside the classroom. This flexible method is now exploited by many teachers across the world due to the global health crisis. Hence, the intention of this study is to investigate the effect of collaborative learning on the performance scores of 50 students enrolled in a Wushu class in a selected high school located in Beijing, China. Results show a positive increase in the post-evaluation results after a two-week utilization of collaborative tools. It can be said that technology is a tool that levels the playing field for students. Hence, this paper touches on the importance of equal access to various technologies for learning to ensure that students are given the opportunity they deserve. </em></p> Meihua Piao Copyright (c) 2023 Meihua Piao https://creativecommons.org/licenses/by-nc/4.0 2023-03-15 2023-03-15 7 1 38 47 10.20319/pijtel.2023.71.3847 THE RELATIONSHIP OF TEACHING CLARITY AND STUDENT ACADEMIC MOTIVATION IN ONLINE CLASSES http://www.grdspublishing.org/index.php/PUPIL/article/view/2066 <p><strong>Abstract</strong></p> <p><em>Due to the outbreak of Covid-19, a large number of educational institutions had to temporarily discontinue their offline delivery models in favor of online courses. Teaching clarity has always been an important factor in teaching and learning, but due to the implementation of online courses, teaching clarity has been greatly impacted by various factors of new course delivery model. It is unknown how student academic motivation will be affected by teaching-clarity behaviors in this context. This study collected data from undergraduate students who adopted an online course delivery model to explore the relationship between teaching clarity and student academic motivation during covid-19. The regression result indicated that student motivation was significantly and positively related to teaching clarity in the online course delivery model, and that higher teaching clarity in online courses was associated with higher student motivation. The finding of this study shed light on the teaching-clarity behavior as a key to motivating students in the online course delivery model, with revelatory implications for teachers to design online courses and motivate students in the future.</em></p> Jiawei Liang Copyright (c) 2023 Jiawei Liang https://creativecommons.org/licenses/by-nc/4.0 2023-03-15 2023-03-15 7 1 48 56 10.20319/pijtel.2023.71.4856