Basic and Applied Education Research Journal <p>Basic and Applied Education Research Journal (e-ISSN: <a href=";1604656715&amp;1&amp;&amp;">2747-142X</a>) is a peer-reviewed journal, BAERJ published two time a year (June and December) that publishes full-length papers, open access journal that provides rapid publication of articles in all areas of educational research. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research.</p> <p>Subject areas include, but are not limited to the following fields:&nbsp;Behavior modification, Curriculum, Teaching and Learning, Textbook and Media for Education, Educational Evaluation, Collaborative learning, Comparative education, Compulsory education, &nbsp;Developmental Education, Educational technology, Educational philosophies, Educational psychology, Free education, Glossary of education-related terms, Humanistic education, Language education, Learning community, Life skills, Lifelong education, Medical education, Online learning community, Remedial education.</p> <p>BAERJ publishes original research work either as a Full Research Paper or as a Short Communication. Review Articles on a current topic in the said fields are also considered for publication by the Journal.</p> <p>Basic and Applied Education Research Journal (BAERJ) has been indexed by Copernicus (BAERJ in Copernicus: <a href=""></a>)</p> Future Science en-US Basic and Applied Education Research Journal 2747-142X <p>Authors who publish with this journal agree to the following terms:</p> <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="" target="_blank" rel="noopener"><em>Creative Commons Attribution</em></a> License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p> <p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</p> <p>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (<a href="" target="_blank" rel="noopener"><em>See the Effect of Open Access</em></a>).</p> Dissemination and Implementation of Character Strengthening Learning Technology Modules <p>This study aims to analyze the process of dissemination and simultaneous implementation of instructional technology teaching materials based on character strengthening using the Dick and Carey model. This research was using the method of steps 8 and 10 of Borg and Gall's development research. The results of this study were the language aspects in this module were accepted by the readers and users (5.69), the teaching material's systematics were very good (8.75) in integrating the Dick and Carey models and the character reinforcement integration in the teaching material's systematics was in very good (9.13). The lecturers' ability in applying teaching materials was in very good (4.04); the students' character in the lecture was excellent (4.06); the student's understanding and mastery was in very satisfying (84.03) with very good (97%) classic completeness value; and student's response to think-point share learning is 83.55%. This study concluded that the language aspect in this module is accepted by both the readers and users in terms of students and lecturers.</p> Noviana Desiningrum Endang Nuryasana Mustadji Mustadji Andi Mariono Copyright (c) 2022 Noviana Desiningrum, Endang Nuryasana, Mustadji Mustadji, Andi Mariono (Author) 2022-12-30 2022-12-30 3 2 68 84 10.11594/baerj.03.02.01 Meaning Search of Agricultural Technology Terms Internet Based-Learning in Translation and Learning English <p>The current development of technology has been instantly changing the whole society with the easy access for searching information through the internet. Using media support is a consideration to increase activities of learning and adapting the development of this era. The English learning desire creativity for teaching the students as their target goal. This research aims to analyze the meaning of the terms related to science agricultural technology by implementing Internet Based-Learning for students in the Department of Food Technology, including their translation. It was conducted with mixed methods (qualitative and quantitative). by giving guidance to first-year semester on how they could use the WebCorp media to search articles. Then, students instructed to find the translation and understanding of the meaning in each of the terms. This <em>search engine</em> is a machine that compiles <em>Bing</em> or big data capacity and collected as corpus. The texts can be found in various types and sources on the internet. The discussion of problems in the study covers description of understanding the meaning search for terms related to agricultural technology, evaluating parameter of ability to search meaning through <em>internet based-learning</em> by using WebCorp media and strategies implementation to learn English, mainly meaning related to agricultural technology. It showed that there were 47 terms equivalence based on their English terms meaning and translation of Indonesian related to agricultural technology, meanwhile, 7 were found inequivalence for their meanings and text chosen. So, 87% of their results relevant to the agricultural technology but 13% were not connected with the specification of terms and meaning. The students understood how to use the media of searching and gave experience to them.</p> I Gusti Agung Istri Aryani Made Detriasmita Saientisna Ni Putu Evi Wahyu Citrawati Copyright (c) 2022 I Gusti Agung Istri Aryani (Author) 2022-12-30 2022-12-30 3 2 85 97 10.11594/baerj.03.02.02 EFL Teachers’ Perceptions and Strategies in Fostering Learner Autonomy during the COVID-19 Pandemic <p>Learner autonomy is required when studying English as a Foreign Language (EFL). In fact, teacher-centered learning is still dominating the learning activity, where the students still depend on the teacher as the source of knowledge in the classroom, including in Indonesian context. Unfortunately, the world is now facing serious pandemic COVID-19 which has caused the teachers not able to do the teaching and learning process conventionally. This research sought two senior high school teachers in Lampung. In this study, questionnaires and semi-structured interviews were used as instruments. This qualitative research aimed to describe the EFL teachers’ perceptions and strategies to foster learners’ autonomy during the COVID-19 pandemic. Both EFL teachers agreed that autonomy meant that students could choose how they learned and be in charge of their own learning. The EFL teachers fostered learner autonomy by using some strategies such as assigning e-diaries, asking for a presentation based on certain tasks, and allowing students using educational apps as it is one of a tool to reach students’ learner autonomy. The result showed that teachers had positive perspectives and the eagerness to foster learner autonomy. Furthermore, the teachers’ strategies affect positive responses for their students during online learning due to the COVID-19 pandemic.</p> Khairani Putri Salsya Lulu Laela Amalia Copyright (c) 2022 Khairani Putri Salsya, Lulu Laela Amalia (Author) 2022-12-30 2022-12-30 3 2 98 107 10.11594/baerj.03.02.03 Authentic Assessment, Teacher Pedagogy, and Student Satisfaction <p>This article purposed to analyse the mediating role of authentic assessment in the relationship between teaching pedagogy and student satisfaction in the Singapore Private Education industry. The target group for this quantitative study consisted of international Postgraduate MBA students from various countries selected through simple random sampling methods. A questionnaire consisting of three dimensions i.e. Student Satisfaction, Teaching Pedagogy, and Authentic Assessment was constructed and used to collect opinions from 344 MBA graduates. Statistical Package for the Social Sciences (SPSS) was used to analyse the collected data. Multiple Linear Regression Analysis and Sobel Test showed the mediating effect and the predictive power of authentic assessment on the relationship between Teaching Pedagogy and student satisfaction. Essential research ethical issues were addressed and adhered to. The findings and knowledge generated from this study on student satisfaction will be significant and beneficial for institutions or individuals to identify and rectify any area for improvement in student satisfaction.</p> Keai Lim Copyright (c) 2022 Keai Lim (Author) 2022-12-30 2022-12-30 3 2 108 121 10.11594/baerj.03.02.04 Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE) <p>The admission of non-STEM graduates to engineering programs creates an opportunity to determine if the Senior High School strand does really dictate the performance of students. This study administered the Force and Motion Conceptual Evaluation (FMCE) to the first-year engineering students to determine if STEM graduates perform better than non-STEM graduates. The FMCE was administered to six hundred-seven (n = 607) first year engineering students of a state-run university in the Philippines, school year 2019-2020 and 2020-2021. The results reveal that there is no significant difference between the mean scores obtained by the STEM and non-STEM graduates (p = 0.912) in the FMCE. It was noted that the students who graduated from private and public high schools have similar performance (p = 0.242). Nevertheless, there is an urban-rural gap in performance among the respondents, where students who graduated from schools in cities have better performance than those who graduated from rural schools (p = 0.019). Finally, in the field dominated by male, the results suggest that female students are at par with male student students (p = 0.123) and both have statistically the same level of confidence with their answers (p = 0.176).</p> Exedy C. Lampara Copyright (c) 2022 Exedy Lampara (Author) 2022-12-31 2022-12-31 3 2 122 127 10.11594/baerj.03.02.05