Journal of Advancements in Education

TÜRK EĞİTİM TARİHİNDE MEKTEB-İ SULTANİ

2025-11-25T20:26:31+00:00

Tanzimat Dönemi’nden sonra Osmanlı Devleti’nde batı modeli esas alınarak çeşitli ıslahatlar yapılmaya başlanmış, bu doğrultuda yeni kurumlar açılmıştır. Avrupa’nın gelişmişlik seviyesine ulaşma hedefiyle, ülkede çağdaş, sistemli ve yaygın bir eğitim sistemi oluşturulması yönünde planlamalar yapılmıştır. Ancak Osmanlı Devleti’nin bu ıslahat programlarını uygulamada gecikmesi, ülkede reform problemlerini gündeme getirmiş ve Avrupalı devletlerin çeşitli öneriler sunmasına zemin hazırlamıştır. Bu süreçte Türk eğitim sisteminin gelişimine yönelik kurumsal yenilikler gerçekleştirilmiş ve bu çerçevede Mekteb-i Sultani’nin açılmasına karar verilmiştir. Cumhuriyet’in ilanından sonra “Galatasaray Lisesi” adını alan Mekteb-i Sultani, kurulduğu dönemdeki kültürel yapısını koruyarak Atatürkçü bir düşünce yapısıyla günümüze kadar varlığını sürdürmüştür. Lise, devletin çeşitli kademelerinde görev almış birçok önemli ismi yetiştirmiştir. Osmanlılık prensibi doğrultusunda farklı milletleri bir araya getirme amacı taşıyan bu kurum, bu yönüyle dünyada da örnek teşkil etmiştir. Bu çalışmada, Mekteb-i Sultani’nin kurulduğu dönemden Cumhuriyet dönemine kadar olan süreçte genel eğitim durumu ile mektebin Türk eğitim tarihindeki yeri ve önemi ele alınmıştır. Araştırma sonuçları, Galatasaray Lisesi’nin hem modern eğitimin ülkede yerleşmesi ve yaygınlaşmasında hem de Türkiye'de yabancı dil eğitimi ve kültürel bütünleşmeye büyük katkılar sağladığını ortaya koymaktadır.

ENHANCING PRACTICAL LEARNING IN AUTOMOTIVE ELECTRICAL DIAGNOSTICS USING THE EZFUSE TESTER

2025-10-22T10:28:10+00:00

EZFuse Tester is an innovative teaching aid designed to assist students during practical sessions
involving vehicle electrical systems. This tool simplifies the fuse inspection process by providing visual
(light) and auditory (beep) signals to indicate whether a fuse is functioning properly. Checking fuses
is a crucial step in identifying faults in vehicle electronic components such as audio systems, lights, or
other accessories. The tool addresses common challenges faced by users, particularly older mechanics
with vision problems and students who find multimeters difficult to use. Its simple and user-friendly
design allows students to connect the alligator clip to the battery terminal and touch the device tip to
the fuse terminal-triggering a light and sound if the fuse is functional. A quantitative study involving 41
respondents (38 students and 3 lecturers) from the Department of Mechanical Engineering, Politeknik
Kuching Sarawak, showed strong agreement regarding the tool’s effectiveness. 85% agreed it simplifies
inspections, 88% found the beeping sound engaging, and 83% stated that it enables faster diagnostics
with minimal supervision. Additionally, 81% agreed that it promotes a safer, more organized workspace,
while 83% recognized its role in improving problem detection and diagnostic efficiency. Overall, EZFuse
Tester enhances learning outcomes, reduces inspection time, increases productivity, and supports an
inclusive, efficient workshop environment.

EDUPULSE: A TECHNOLOGY-DRIVEN SYSTEM FOR EMPOWERING ACADEMIC ADVISING AND STUDENT PROGRESS MONITORING

2025-07-07T18:26:42+00:00

EZFuse Tester is an innovative teaching aid designed to assist students during practical sessions involving vehicle electrical systems. This tool simplifies the fuse inspection process by providing visual (light) and auditory (beep) signals to indicate whether a fuse is functioning properly. Checking fuses is a crucial step in identifying faults in vehicle electronic components such as audio systems, lights, or other accessories. The tool addresses common challenges faced by users, particularly older mechanics with vision problems and students who find multimeters difficult to use. Its simple and user-friendly design allows students to connect the alligator clip to the battery terminal and touch the device tip to the fuse terminal-triggering a light and sound if the fuse is functional. A quantitative study involving 41 respondents (38 students and 3 lecturers) from the Department of Mechanical Engineering, Politeknik Kuching Sarawak, showed strong agreement regarding the tool’s effectiveness. 85% agreed it simplifies inspections, 88% found the beeping sound engaging, and 83% stated that it enables faster diagnostics with minimal supervision. Additionally, 81% agreed that it promotes a safer, more organized workspace, while 83% recognized its role in improving problem detection and diagnostic efficiency. Overall, EZFuse Tester enhances learning outcomes, reduces inspection time, increases productivity, and supports an inclusive, efficient workshop environment.

THE READINESS OF BANTING POLYTECHNIC’S AIRCRAFT MAINTENANCE STUDENTS FOR ONLINE COMPOSITE REPAIR TEACHING AND LEARNING

2025-07-07T18:24:46+00:00

The swift progression of technology and the growing dependence on digital platforms in education have
required the evolution of traditional teaching techniques into more adaptable, online-based options.
Aircraft Maintenance Engineering is a field that necessitates extensive practical experience, especially
in the repair of composite materials, an essential competency for aviation students. This study examines
the readiness of students at Banting Polytechnic Selangor, Malaysia for the shift to online learning, with
particular emphasis on composite repair education, a crucial component of their Aircraft Maintenance
Engineering curriculum. The main goal is to evaluate students’ preparedness and perspectives regarding
the transition from conventional in-person education to online formats, while pinpointing critical aspects
that affect their adaptability. This study aims to investigate the degree to which contemporary digital
learning tools and tactics correspond with the actual requirements of composite repair training and
how educators might enhance online instruction for technical courses. A mixed-methodologies strategy
was employed, combining qualitative and quantitative data collection methods. A standardized survey
was administered to Aircraft Maintenance Engineering students at Banting Polytechnic Selangor,
Malaysia, aimed at assessing their technical preparedness, motivation, self-regulation skills, and
proficiency using digital learning tools. Furthermore, interviews were conducted with educators and
industry representatives to provide insights into the opportunities and obstacles associated with online
composite repair training. The gathered data were examined to discern trends and themes concerning students’ perspectives of online learning, their access to essential technologies, and their confidence in
developing practical abilities via virtual platforms. This study investigates the influence of institutional
support on online technical education and how policy modifications may enhance student engagement
and skill development. The study’s findings reveal that although the majority of students have a basic
comprehension of online learning tools and platforms, they encounter considerable difficulties in
mastering specialized skills such as composite repair in a completely online environment. Identified
key issues encompass insufficient hands-on practice chances, limited practical simulation tools, and
disparate levels of student self-motivation. While students typically value the flexibility and accessibility
of online education, some individuals voiced apprehensions over the efficacy of distant instruction
in technical disciplines necessitating close engagement with materials and equipment. Moreover,
differences in internet access and digital skills among students have resulted in inconsistencies in learning
results, hence exacerbating the transition to online education. This research underscores the necessity
for educational institutions, including Banting Polytechnic Selangor, to confront these problems by
incorporating sophisticated digital technologies such as virtual reality (VR) and augmented reality (AR)
to replicate real-world composite repair scenarios. Moreover, it underscores the necessity of improving
students’ self-regulation abilities and offering adequate technological assistance to facilitate effective
interaction with educational resources. It is essential to create hybrid learning models that integrate
online theoretical training with in-person practical sessions to enhance skill acquisition. The study
finds that although online learning offers considerable advantages in Aircraft Maintenance Engineering
education, a customized strategy is crucial for effectively equipping students with specialized skills
such as composite repair in a virtual setting. This research offers insights that can assist educators
and policymakers in enhancing the delivery of technical education within the changing digital learning
environment and aid in the formulation of more effective remote training methods for practical.

YAPAY ZEKA DESTEKLİ YARATICI MATEMATİK SENARYOLARI İLE ORTAOKUL ÖĞRENCİLERİNİN MATEMATİK BECERİLERİNİN GELİŞTİRİLMESİ

2025-10-22T10:30:26+00:00

Bu çalışmada, yapay zekayı kullanarak matematik öğretiminde yaratıcı senaryolar üzerinden öğrenci
bilgi ve becerileri geliştirme ve yapay zeka ve matematik arasında köprü kurarak, öğrencilerin
disiplinler arası işbirliği yapabileceklerini anlamalarını sağlamak amaçlanmıştır. Bu amaç
doğrultusunda nicel araştırma tekniklerinden kapalı uçlu sorularla anket modeli uygulanmıştır.
Araştırmaya İstanbul Millî Eğitim Bakanlığına bağlı bir ortaokulda yer alan 52 ortaokul 5,6,7 ve 8.
sınıf öğrencileri dahil edilmiştir. Araştırmada, Önal, N. (2013) tarafından geliştirilen “Ortaokul
Öğrencilerinin Matematiğe Yönelik Tutum Ölçeği” kullanılmıştır. Matematiğe Yönelik Tutum Ölçeği
30 madde ve dört faktörden oluşmaktadır. Bu faktörler; ilgi, kaygı, çalışma ve gereklilik şeklinde
belirlenmiştir. Ölçek maddeleri, 3’lü likert tipi olup “Katılıyorum”, “Kararsızım”, “Katılmıyorum”
şeklindedir. İlk önce öğrencilerin hazır bulunuşluklarını ölçmek için ön test şeklinde uygulanmıştır.
Daha sonra Chatgpt, Copilot, Ideogram ve Geogebra adlı uygulamalar ile 5,6 ve 7.sınıf öğrencilerine
(deney grubuna) yapay zeka ile uygulama yapılmış, 8. sınıf (kontrol grubuna) öğrencilerine ise
uygulama yapılmamıştır. Aynı tutum ölçeği son test olarak uygulanarak veriler analiz edilmiştir.
Ortaya çıkan bulgular doğrultusunda, kontrol grubunda anlamlı bir değişim gözlenmezken, deney
grubunda ise olumlu değişimler gözlemlenmiş, matematik dersleri yapay zeka ve yaratıcı senaryolarla
desteklenirse, konuların, kaygıdan uzak, daha kalıcı ve eğlenceli öğrenme sağladığı ortaya çıkmıştır.