This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This study aims to review systematically the role of teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English peer-reviewed articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The electronic database used were: PsycARTICLES, ERIC, Science Direct, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusive selection criteria in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia–including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration–was categorized in a good condition although there were small participant in categorize had been used (N=1623 Bangladesh teacher; N=101 Indonesian teacher). Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This study aims to review systematically the role of teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English peer-reviewed articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The electronic database used were: PsycARTICLES, ERIC, Science Direct, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusive selection criteria in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia–including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration–was categorized in a good condition although there were small participant in categorize had been used (N=1623 Bangladesh teacher; N=101 Indonesian teacher). Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between school, parents, and community. Policies in promoting inclusive education can be seen from the procedures of student admissions that are flexible and non-discriminatory, and the efforts of the school to conduct accessibility of facilities and infrastructure for the children with special needs, regular teacher-special assistant teachers collaboration, as well as the flexibility of curriculum implementation for children with special needs. Evolving inclusive practies can be seen from identification and assessment for students suspected to have special needs, applying the curriculum development for teaching-learning processes, and the provision of school budget allocations for the development of inclusive education both from government funds and private funds.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
Education Stakeholders’ Perceptions of the Quality of Secondary Education Und...Creptone I. Madunda
Education development in Tanzania has a long background since 1960’s. Several initiatives and strategies were made whereby in 2002 the country initiated Primary Education Development Program (PEDP) whereby capacity expansion and quality of education were observed in Primary schools. And further, the achievements gained from primary schools leads to the establishment of Secondary Education Development Program (SEDP) phase one starting from 2004 -2009 as phase two from 2010 – 2015. It was during this period when the mushrooming of Community Secondary Schools in every ward national wise started for secondary education.
On 22nd February 2013 the President of United Republic of Tanzania, President Jakaya Mrisho Kikwete inaugurated the Big Results Now in an effort to transform the country’s economy over from its current LDDC status to a middle-income nation-state by the year 2025. On 15th August 2013 by Honorable Dr. Shukuru Kawambwa, Minister for Education and Vocational Training inaugurated Big Results Now in Education sector aiming at raising the quality of education and examination pass rate in primary and secondary schools.
The study findings revealed the following: First, the majority of the students, parents, school committee members and some of the secondary teachers who are the core implementers were unaware of what entail Big Results Now. Second, challenges faced the key implementer of BRN including shortage of teachers, poor support from parents, shortage of fund, shortage of important school infrastructures, irregular and insufficient staff training and support as well as insufficient teaching and learning materials. Moreover, the strategies which were employed to deal with the challenges faced Big Results Now implementation including building of important school infrastructures, salary increase, payment of allowances, regular and sufficient staff training, enough supply of books as well as improvement of school management and administrative system.
The study recommends by addressing things which have to be taken into action by all the in education stakeholders for implementation and areas for further studies with regarding to Big Results Now in education sector for the sake of raising the quality of education and increasing examination pass rate in Primary and Secondary schools in Tanzania and Iringa municipal in particular.
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
Transformasi Pendidikan Guru Indonesia, Transformasi LPTKIwan Syahril
Pendidikan Guru menentukan kualitas guru. Semakin baik pendidikan guru dalam sebuah sistem pendidikan, maka akan semakin baik pula kualitas guru-gurunya. Pendidikan Guru harus dilihat secara komprehensif, dari hulu ke hilir. Pendidikan Guru harus dilihat secara integratif, berkaitan dengan semua komponen dalam sistem pendidikan.
Dalam presentasi ini, saya merekomendasikan beberapa usulan untuk transformasi LPTK (Lembaga Pendidikan Tenaga Kependidikan) sebagai institusi utama dalam pendidikan guru di Indonesia. Ada 5 hal yang saya sorot, yaitu:
1. Visi Kualitas untuk Guru Indonesia dan Pendidikan Guru Indonesia sesuai Kodrat Zaman
2. Rencana Pengembangan Pendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan
3. Disposisi LPTK dan komunitas LPTK menjadi berorientasi ilmiah-profesional, menjauhi feodalistik dan mentalitas PNS
4. Fokus pada pengembangan kapasitas secara berkelanjutan (bukan pada akuntabilitas regulasi berorientasi “compliance”) dilandasi komitmen dan kerja keras untuk terus menerus belajar
5. Kolaborasi antara universitas, calon guru/guru, dan sekolah dalam pendidikan calon guru dan guru
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The purpose of this research in general is to describe the implementation of special
education and gifted children through an accelerated program at MAN 1 Medan, North Sumatra. The
specific objectives are to describe some aspects regarding the implementation of accelerated classes
are: 1) The mastery of theoretical and practical aspects implementing by educators. 2) curriculum
and the learning process. 3) Learners and underlying measurement. 4) Educational facilities, 5).
Educators and their qualifications. This research conducted with descriptive quantitative and
qualitative approach. Subject of this research were students at accelerated class at MAN 1 Medan,
while informants are principal, teachers and staffs. Based on the data analysis, revealed that accelerated class have been implemented and organized well.
The challenges of indigenous schools as perceived by school administratorsNorwaliza Abdul Wahab
Abstract. This study discusses the challenges facing by Indigenous school administrators towards the schools and education of ‘Orang Asli’ (indigenous) students. This case study was carried out regarding to the problems related to the role played by school administrators that give implications for the quality of Orang Asli education. Two primary school administrators involved in the semi-structured interview to answer the focused questions on seven modified aspects of GPILSEO Model. The interview was audio-taped, transcribed and checked for content based on predetermined themes. The findings showed that school administrators have moderate targets in improving the achievements of Orang Asli students, encouraging fun method of teaching and learning, and stated the equipments needed by the school were sufficient but in a sorry state. The findings also showed they carried out assessments for teachers and students as scheduled and helped to distribute assistance from government in the forms of money and materials to the students. The final finding showed that the school administrators and their teacher were highly committed in managing the school of Orang Asli. This gives a major implication that the school administrators should play a role as an agent planning to increase the academic achievement of Orang Asli students in education.
Keywords: school administrators, indigenous students, Indigenous education, pedagogy, Orang Asli
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This research is intended to be understood; 1) the urgency of education as an environmentally sustainable development; 2) the background of implementing the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta; and 3) the implementation of the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta. The research used in this research is qualitative research. The research subjects were the chief coordinator of the adiwiyata team, and the teacher. Determination of research subjects is done by purposive sampling technique. Data collection techniques were carried out using interview, observation and documentation methods. This type of data analysis uses the Milles & Huberman model, namely reduction, data display, and drawing conclusions/verification of data. The results of this study are; 1) The concept of sustainable development is related to ethical issues, the discussion of the concept of sustainable development in the future (future) and also focuses on the problem of welfare (poverty); 2) There are a number of things underlying the implementation of the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta, both the overall background, philosophical, geographical, juridical, both organizational background; and 3) To support the growth of the values of attention problems in SMP Muhammadiyah 3 Yogyakarta can use four aspects of the Adiwiyata program, such as environmentally sound policies, implementation of environment-based policies, participatory based planning activities and management of environmentally friendly supporting facilities.
This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between school, parents, and community. Policies in promoting inclusive education can be seen from the procedures of student admissions that are flexible and non-discriminatory, and the efforts of the school to conduct accessibility of facilities and infrastructure for the children with special needs, regular teacher-special assistant teachers collaboration, as well as the flexibility of curriculum implementation for children with special needs. Evolving inclusive practies can be seen from identification and assessment for students suspected to have special needs, applying the curriculum development for teaching-learning processes, and the provision of school budget allocations for the development of inclusive education both from government funds and private funds.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
Education Stakeholders’ Perceptions of the Quality of Secondary Education Und...Creptone I. Madunda
Education development in Tanzania has a long background since 1960’s. Several initiatives and strategies were made whereby in 2002 the country initiated Primary Education Development Program (PEDP) whereby capacity expansion and quality of education were observed in Primary schools. And further, the achievements gained from primary schools leads to the establishment of Secondary Education Development Program (SEDP) phase one starting from 2004 -2009 as phase two from 2010 – 2015. It was during this period when the mushrooming of Community Secondary Schools in every ward national wise started for secondary education.
On 22nd February 2013 the President of United Republic of Tanzania, President Jakaya Mrisho Kikwete inaugurated the Big Results Now in an effort to transform the country’s economy over from its current LDDC status to a middle-income nation-state by the year 2025. On 15th August 2013 by Honorable Dr. Shukuru Kawambwa, Minister for Education and Vocational Training inaugurated Big Results Now in Education sector aiming at raising the quality of education and examination pass rate in primary and secondary schools.
The study findings revealed the following: First, the majority of the students, parents, school committee members and some of the secondary teachers who are the core implementers were unaware of what entail Big Results Now. Second, challenges faced the key implementer of BRN including shortage of teachers, poor support from parents, shortage of fund, shortage of important school infrastructures, irregular and insufficient staff training and support as well as insufficient teaching and learning materials. Moreover, the strategies which were employed to deal with the challenges faced Big Results Now implementation including building of important school infrastructures, salary increase, payment of allowances, regular and sufficient staff training, enough supply of books as well as improvement of school management and administrative system.
The study recommends by addressing things which have to be taken into action by all the in education stakeholders for implementation and areas for further studies with regarding to Big Results Now in education sector for the sake of raising the quality of education and increasing examination pass rate in Primary and Secondary schools in Tanzania and Iringa municipal in particular.
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
Transformasi Pendidikan Guru Indonesia, Transformasi LPTKIwan Syahril
Pendidikan Guru menentukan kualitas guru. Semakin baik pendidikan guru dalam sebuah sistem pendidikan, maka akan semakin baik pula kualitas guru-gurunya. Pendidikan Guru harus dilihat secara komprehensif, dari hulu ke hilir. Pendidikan Guru harus dilihat secara integratif, berkaitan dengan semua komponen dalam sistem pendidikan.
Dalam presentasi ini, saya merekomendasikan beberapa usulan untuk transformasi LPTK (Lembaga Pendidikan Tenaga Kependidikan) sebagai institusi utama dalam pendidikan guru di Indonesia. Ada 5 hal yang saya sorot, yaitu:
1. Visi Kualitas untuk Guru Indonesia dan Pendidikan Guru Indonesia sesuai Kodrat Zaman
2. Rencana Pengembangan Pendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan
3. Disposisi LPTK dan komunitas LPTK menjadi berorientasi ilmiah-profesional, menjauhi feodalistik dan mentalitas PNS
4. Fokus pada pengembangan kapasitas secara berkelanjutan (bukan pada akuntabilitas regulasi berorientasi “compliance”) dilandasi komitmen dan kerja keras untuk terus menerus belajar
5. Kolaborasi antara universitas, calon guru/guru, dan sekolah dalam pendidikan calon guru dan guru
The Implementation of Gifted Education through Acceleration Program at Senior...iosrjce
The purpose of this research in general is to describe the implementation of special
education and gifted children through an accelerated program at MAN 1 Medan, North Sumatra. The
specific objectives are to describe some aspects regarding the implementation of accelerated classes
are: 1) The mastery of theoretical and practical aspects implementing by educators. 2) curriculum
and the learning process. 3) Learners and underlying measurement. 4) Educational facilities, 5).
Educators and their qualifications. This research conducted with descriptive quantitative and
qualitative approach. Subject of this research were students at accelerated class at MAN 1 Medan,
while informants are principal, teachers and staffs. Based on the data analysis, revealed that accelerated class have been implemented and organized well.
The challenges of indigenous schools as perceived by school administratorsNorwaliza Abdul Wahab
Abstract. This study discusses the challenges facing by Indigenous school administrators towards the schools and education of ‘Orang Asli’ (indigenous) students. This case study was carried out regarding to the problems related to the role played by school administrators that give implications for the quality of Orang Asli education. Two primary school administrators involved in the semi-structured interview to answer the focused questions on seven modified aspects of GPILSEO Model. The interview was audio-taped, transcribed and checked for content based on predetermined themes. The findings showed that school administrators have moderate targets in improving the achievements of Orang Asli students, encouraging fun method of teaching and learning, and stated the equipments needed by the school were sufficient but in a sorry state. The findings also showed they carried out assessments for teachers and students as scheduled and helped to distribute assistance from government in the forms of money and materials to the students. The final finding showed that the school administrators and their teacher were highly committed in managing the school of Orang Asli. This gives a major implication that the school administrators should play a role as an agent planning to increase the academic achievement of Orang Asli students in education.
Keywords: school administrators, indigenous students, Indigenous education, pedagogy, Orang Asli
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This research is intended to be understood; 1) the urgency of education as an environmentally sustainable development; 2) the background of implementing the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta; and 3) the implementation of the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta. The research used in this research is qualitative research. The research subjects were the chief coordinator of the adiwiyata team, and the teacher. Determination of research subjects is done by purposive sampling technique. Data collection techniques were carried out using interview, observation and documentation methods. This type of data analysis uses the Milles & Huberman model, namely reduction, data display, and drawing conclusions/verification of data. The results of this study are; 1) The concept of sustainable development is related to ethical issues, the discussion of the concept of sustainable development in the future (future) and also focuses on the problem of welfare (poverty); 2) There are a number of things underlying the implementation of the adiwiyata school program at SMP Muhammadiyah 3 Yogyakarta, both the overall background, philosophical, geographical, juridical, both organizational background; and 3) To support the growth of the values of attention problems in SMP Muhammadiyah 3 Yogyakarta can use four aspects of the Adiwiyata program, such as environmentally sound policies, implementation of environment-based policies, participatory based planning activities and management of environmentally friendly supporting facilities.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
This study aimed to explore the motivational factors influencing the development of environmental leadership qualities among students in higher educational institutions (HEIs). The study used surveys based on the methods of Zhang and Nunez Alonso, the Karpenko criteria, and the methods of Chen and Semedo. The study revealed that the proposed program, designed to enhance motivation and foster environmental leadership qualities, positively impacted students' motivation. Approximately one-third of students exhibited only an elementary level of environmental culture, indicating a lack of focus on environmental protection. However, applying the proposed approach increased motivation, environmental culture, and environmental leadership among students. Furthermore, a correlation was identified between motivation factors, environmental culture, and environmental leadership qualities. Future research should explore strategies for promoting ecological behavior among students, schoolchildren, and adults.
The paper aims to contribute to the limited literature on the challenges faced particularly by the primary school headmasters. It contextualizes the problem to the current educational reform in Mauritius. The mixed-methods approach was adopted to examine the daily experiences of headmasters in three selected primary schools. A semi-structured questionnaire was administered with 100 teachers to analyse the challenges experienced by their novice headmasters, and the novice school head of each of these schools was interviewed to explore the reasons behind these challenges. The novice heads suffered from professional isolation; they are overwhelmed with administrative management; their incapacity to manage learner discipline due to lack of parental support in implementing the reform; and they cannot support the implementation of digitalized education. The study was limited to the perceptions of teachers about the challenges met by their novice headmasters. An in-depth interview with these novice school heads would have provided other challenges that were more important to them in their leadership practice, or a survey with a large sample of novice headmasters would have added more input to the study. Implications are provided for the novice school heads and for the Ministry of Education to look into the possibilities for professional development opportunities in school leadership. As a unique study into the challenges of novice school heads in the primary school context, it offers insights to the educational authorities who would be able to design a framework of school leadership for this neglected category of heads.
Principal as Education Leader (Case Study at YPK Ransiki Junior High School)Paulus Robert Tuerah
This study aims to obtain a clear and detailed description of: (1) How the principal as an educational leader serves at YPK Ransiki Junior High School, (2) How the school principal as an educational leader becomes a good mediator at YPK Ransiki Junior High School, (3) How the principal as an Education leader becomes a true
politician at YPK Ransiki Junior High School, (4) How the principal as an Education leader becomes an excellent diplomat at YPK Ransiki Junior High School, (5) How the principal as an Education leader becomes a good motivator at YPK Ransiki Junior High School. The method used in this research is qualitative. Data
collection techniques were carried out through the stages of principal interviews, interviews with vice principals in the curriculum field, interviews with vice principals in student affairs. Interviews with vice principals in the field of facilities and infrastructure, interviews with senior teachers, interviews with school committees. In collecting data the researchers themselves were equipped with interview guidelines. Based on the results of the study, it was concluded that: (1) The principal as an educational leader who served at YPK Ransiki Junior High School. The principal always approaches each teacher and administrative staff and provides services for teachers through self-development activities for each teacher through webinars, workshops and BIMTEK, providing facilities and infrastructure. (2) The principal as an education leader becomes a good mediator at YPK Ransiki
Junior High School, the principal always acts neutrally in dealing with existing situations and problems. (3) The school principal as an education leader becomes a true politician at YPK Ransiki Junior High School, the principal is able to cooperate with anyone in the school environment and can provide good advice and input for
school residents and outside the school. (4) the principal as an education leader becomes an excellent diplomat at YPK Ransiki SMP the principal becomes a good role model and representative for the school (5) the principal as an education leader becomes a good motivator at YPK Ransiki SMP The principal invites school members to always follow the times, invites teachers to want to develop themselves through trainings, workshops, webinars and BIMTEK.
The Sekolah Penggerak program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the Sekolah Penggerak program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the Sekolah Penggerak program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the Sekolah Penggerak program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
Committee of Education and Teaching from recruitment to orientation
stages; 2) HR development is basically the same, i.e. through education or
training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
Purwokerto, where it provides scholarships; 3) HR evaluation is
implemented by the headmasters regularly every semester in the form of
classroom supervision and administration; 4) Compensation and other
benefits received by employees depend on the employees’ work term, types
of employees (job training employees, non-permanent employees, permanent
employees, and school headmasters).
Character education is an educational concept to form and foster a Muslim
personality as a whole (syumuliyah). This literature study aimed to
determine the implementation of character education and supporting and
inhibiting factors for the implementation of character education in formal
schools in Indonesia. Data analysis techniques by means of data reduction,
data display, and conclusion. Based on research findings, the trend of
implementing character education in Indonesian formal schools has the same
spirit in the content of character education. In formal schools with the status
of public schools, the implementation of character education follows
government regulations as stated in the Strengthening of Character
Education (SCE), which is an implication of Islamic teachings. As for
formal schools with private status on an Islamic basis, character education
tends to be oriented towards cultivating akhlakul karimah (moral education)
combined with government regulations. The implications of this research
lead to the cultivation of character values that are embedded in social
attitudes and spiritual attitudes as provisions for students' daily lives. The
supporting and inhibiting factors for the implementation of character
education are also discussed.
Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associations
The purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
Formation of Ecological Communication Skills of Primary School Studentsijtsrd
The article develops environmental competence in primary school students, which is the process of involving young students in environmental activities, projects, the development of personal qualities. Environmental competence is formed in the classroom and in extracurricular environmental activities. Khujamurodova Khosiyat Panjievna "Formation of Ecological Communication Skills of Primary School Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49876.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49876/formation-of-ecological-communication-skills-of-primary-school-students/khujamurodova-khosiyat-panjievna
Curriculum Management as Strengthening Pancasila Students ProfilesAJHSSR Journal
ABSTRACT: The independent curriculum as a revolutionary curriculum in Indonesia has many
implementations, one of which is strengthening the Pancasila student profile project. Globalization and
industrial revolution 4.0 have encouraged the government to instill students' morals with Pancasila values.
Curriculum management as a basis for implementing a program is very much needed. In fact, not all educational
units understand and interpret this profile project correctly. Therefore, researchers conducted research to analyze
curriculum management related to planning, implementing, and evaluating of strengthening the Pancasila
student profile project at State JHS 1 Getasan. The research method used is qualitative research, where
interviews, observations and documentation are carried out to strengthen the findings. The results of this
research illustrate that curriculum management is meaningful for the sustainability of profile projects. Planning,
implementation, evaluation and follow-up need to be improved in the areas of collaboration, communication,
and additional references. Therefore, it is hoped that this research can become an illustration and reference for
improving curriculum management to strengthen the profile of Pancasila students.
Keywords–curriculum management, education, Pancasila Students’ Profile, character, diversity.
This study aimed to produce a suitable module to improve the understanding
of environmental care concepts and attitudes of fourth-grade elementary
school students and determine the module’s effectiveness. The data
collection instruments consisted of a teacher interview guide, a student
preliminary study questionnaire, a media expert validation questionnaire,
material and instrument experts, a teacher response questionnaire, a student
response questionnaire, and environmental care attitude assessment
questionnaire, and a concept understanding ability test. The feasibility
assessment uses assessments from media experts, learning material experts,
and learning instruments. The practicality assessment of the module consists
of a teacher response questionnaire and a student response questionnaire.
The data analysis of the module’s effectiveness on the ability to understand
the concept and attitude of caring for the environment was analyzed using
the t-test and MANOVA test with a significance level of 0.05. The results of
the study showed that: i) The module met the eligibility criteria based on the
results of assessments from media experts, learning materials experts, and
learning instruments that get an assessment in the “very feasible” category to
use; ii) The module met the practicality criteria based on the results of the
teacher response questionnaire assessment and the student response
assessment questionnaire who received an assessment in the “very feasible”
category; iii) The module was effective in increasing students’
understanding of concepts and environmental care attitudes. The
effectiveness is shown from the t-test and MANOVA test results with a
significance level of 0.001.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.
In many schools, the vision mission just "exists" and not become a guideline especially implementation of learning. The school just execute school routine without knowing the meaning of implementation. This is unfortunate, because the vision and mission are a unique destination that covers the activity and can be utilized as the power of quality of the service organization. How is the capacity of school management in developing the vision and mission? The goal of the research is to describe and analyze the capacity of school management in developing the vision and mission. This study used a qualitative approach with case studies. Data collection methods used are interviews, observation, and study of the document/artifact. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that schools which establish vision and mission based on noble values of the founders have a strong base for the development.
Similar to Strategy of teachers in suporting environmentally sustainable development (20)
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
More from Journal of Education and Learning (EduLearn) (20)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 247 – 254
248
education for sustainable development (Education for Sustainable Development) as one of the educational
paradigms in Indonesia [6], namely education produces a noble human being who is a blessing for the
universe. Humans like that meet their needs by paying attention to the needs of the present generation and
future generations (intergenerational sustainability) [7]. This paradigm invites people to think about the
sustainability of the planet and the sustainability of the entire universe [8]. Education must foster an
understanding of the importance of ecosystem sustainability and balance [9], namely the understanding that
humans are part of the ecosystem [10].
Education in Indonesia should be carried out consciously, intentionally, regularly and planned with
the intention of changing or developing the desired behavior in order to always support the vision of
continuing education development [11]. These behaviors include self-control [12]. But the tendency of the
phenomenon that occurs, among others, is the existence of moral values, social ethics, and exemplary
(attitudes and behaviors) among school educators and managers about virtues among educators who are not
good to be modeled, such as referring social behavior on morality [13].
The path of any education whether formal, informal or informal is very influential in human life. As
stated in the educational objectives according to the National Education System Law Number 20 of 2003
Article 1 Paragraph (1) as follows: "Education is a conscious and planned effort to create a learning
atmosphere and learning process so that students actively develop their potential to have power spiritual,
religious, self-control, personality, intelligence, noble character, and skills needed by him, and society, nation
and state" [14]. Departing from this, formally efforts to prepare conditions, facilities/infrastructure,
educational activities, and curriculum that lead to the formation of character and character of the young
generation of the nation has a strong juridical foundation [15]. However, the signal was only realized when
there was a crisis of character and character that hit all levels of society, not least also in school-age children,
especially students at Muhammadiyah Vocational School Pakem. Based on the results of the interview on
Monday, October 15, 2018, it is known that the problem at Muhammadiyah Vocational School is the lack of
maximum commitment of students because there are still students who are late collecting assignments and
homework on time, there are still students who skipped and cheated jobs friend or imitate the textbook when
the exam is held. To prevent a more severe crisis of character and character, such as acting
fraudulently above as if it were an everyday occurrence [16], these efforts are now being initiated through
character education.
In the context of formal education [17], especially at the level of secondary education the term
character education appears or which is often known as character education. Character education is given
gradually and continuously so that what has been given through this character education will still be inherent
and always instilled so that the future hope of the nation can be realized. Character education facilitates,
develops, coordinates, and strengthens the character of students to be in accordance with graduate
competency standards (SKL) which leads to the philosophy of Pancasila and supports the vision of
sustainable education development [18]. Character education is also included in the material that must be
taught and mastered and realized by students in everyday life. The problem is, character education in schools
is not maximal at the level of internalization and real actions in the lives of students in daily life [19]. In this
framework the need for change and curriculum development begins with structuring the four main elements
of national standards [20], namely graduate competency standards (SKL), content standards, process
standards, and educational assessment standards [21].
To shape the character of caring for the environment in schools, attention from various parties is
needed, both by the government, society, family and schools, especially teachers. The teacher holds a key
role in realizing environmental care character education [22]. The role of teachers in developing character
education caring for the environment in schools is crucial [23]. Therefore, the teacher must take strategic
steps in instilling character care for the environment. The teacher's strategy in instilling the character of
environmental care in students can be done in a way, namely environmental literacy, integration of
learning material with the concept of character caring for the environment, using learning methods that
support the planting of character of environmental care and assignment that supports the planting of
character-care environment [24].
Once the importance of the character of environmental care for someone so that the formation of the
character of environmental care must be done as early as possible to form a strong foundation [25] of
character [26], virtuous and noble heart [27]. The formation of character caring for the environment can be
interpreted as forming a sensitive personality, feeling of belonging and loving other individuals around who
in the process of formation are influenced by family, school and society [28]. School is a strategic place in
shaping the character of students so that students will have a personality that has a sense of sensitivity to
other individuals in the surrounding environment [29]. Therefore, steps are needed to cultivate
environmentally caring characters [30].
3. J. Edu. & Learn. ISSN: 2089-9823
Strategy of teachers in suporting environmentally sustainable development (Wiwik Okta Susilawati)
249
Based on the description above, the researcher wanted to do a deeper analysis study of the Teacher's
Strategy in Instilling Environmental Care Characters of Students at Muhammadiyah Vocational School
Pakem. The research problem formulations are: 1) What is the teacher's strategy in instilling the character of
environmental care? 2) How is the success of planting character caring for the environment? 3) How are the
supporting and inhibiting factors for character building caring for the environment?
2. RESEARCH METHOD
The research approach used in this study is a qualitative approach. The reason for using this method
is because they want to understand and describe the teacher's strategy in instilling the character of the caring
environment of students in Muhammadiyah Vocational School Pakem. In this study, the subjects of the study
were principals, deputy principals in the curriculum, teachers and students. From the subject of this research,
it is expected to obtain complete data on the teacher's strategy in instilling the character of the caring
environment of students at Muhammadiyah Vocational School Pakem. Determination of the subject of the
study was carried out by purposive sampling technique. According to Sugiyono [31] purposive sampling,
namely the technique of sampling data sources with certain considerations. This particular consideration, for
example, the person who is considered to know the best about what we expect, or maybe he is the ruler so
that it will be easier for researchers to explore the object / social situation under study.
Data collection techniques are carried out by using interview, observation and documentation
methods. First, in-depth interviews guided by interview guides and non-structural. The interview is the
primary data in this study. The interview was intended to obtain data by asking questions about everything to
the informant about the teacher's strategy in instilling the character of the caring environment of students in
Muhammadiyah Vocational School Pakem. Informants interviewed were principals, deputy principals in the
curriculum, teachers and students. Second, observation. Observations were made to obtain information about
the teacher's strategy in instilling the character of the environment care of students in Muhammadiyah
Vocational School Pakem. Observations made are formal and informal. Third, the method of documentation.
The documents studied are texts and photos of the activities of the Muhammadiyah Pakem Vocational School
teachers. The texts are in the form of school profiles and other notes relating to the teacher. While the photo
and recording documents provide visual information about the practical activities of the Muhammadiyah
Pakem Vocational School teachers.
In this study the type of data analysis uses the Miles and Huberman models, namely the activities in
qualitative data analysis are carried out interactively and take place continuously until complete so that the
data is saturated. Activities in data analysis, namely data reduction, data display, and data conclusion
drawing/verification. Three main activities are interrelated and carried out simultaneously, namely data
reduction, displaying data and completing conclusions or verifying data, namely as follows [31]:
Figure 1. Technique of data analysis in the model of Miles and Huberman
3. RESULTS AND ANALYSIS
SMK Muhammadiyah Pakem [32] is a Vocational High School in the Pakembinangun - Pakem
Sleman sub-district which was established in 1954 with the Establishment Decree dated August 5, 1986 and
Operational License Decree 0272 / II / 1986 and now accredited A. The Muhammadiyah Pakem Vocational
School is addressed at Jalan Turi - Pakem KM 0.5 Pakembinangun Pakem Sleman, Tel. (0274) 895178, e-
mail stm_muhpakem@yahoo.co.id, has an ownership land area of 3355 m2 and an area of land not owned
has 5364 m2.
4. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 247 – 254
250
SMK Muhammadiyah Pakem is an educational institution that is at the Vocational School level with
an emphasis on industrial and environmental based schools, which facilitates work practices for vocational
students and apprenticeship for teachers according to expertise programs, provides instructors as work
practice advisers and internships, and issues certificates for students Vocational School and teacher.
Muhammadiyah Pakem Vocational School is a target school of PT. Astra Daihatsu Motor and PT. Astra
Honda Motor. Muhammadiyah Pakem Vocational School is a vocational high school that is included in the
Engineering/Technology field/group. In accordance with its field, Muhammadiyah Pakem Vocational School
has 5 Expertise Programs/Departments which have accredited A status, namely Building Information and
Modeling Design, Automotive Light Vehicle Engineering, Business and Motorcycle Engineering, Islamic
Banking and Software Engineering.
On July 2, 2013 SMK Muhammadiyah Pakem received an ISO certificate from PT. TUV Rheinland
Indonesia. Based on Government Regulation No. 19 of 2005 concerning National Education standards (SNP)
Article 2 paragraph 1 stated that: the scope of National Education standards that must be fulfilled and
developed by schools includes eight standards, namely content standards, process standards, graduation
standards, infrastructure standards, education standards, education personnel standards, management
standards, assessment standards, and standardization. As a new school with ISO 9001: 2008 quality
management standards, SMK Muhammadiyah Pakem has interesting tasks and challenges to realize these
eight national standards. The acceptance of the ISO Certificate is evidence of the quality of the SMK
Muhammadiyah Pakem so that the entire family of Muhammadiyah Vocational School Pakem is not
complacent and complacent. The submission of this ISO certificate also has consequences for the SMK
Muhammadiyah Pakem, namely continuing to maintain its quality consistency, both in the system and the
learning process and in governance as a school organization.
The vision of the SMK Muhammadiyah Pakem is: "Printing skilled workers who are devoted,
cultured and environmentally friendly". The mission of the SMK Muhammadiyah Pakem, namely: a)
Optimizing the use of practical facilities and infrastructure; b) Professionalizing teachers and employees; c)
Creating a competitive and Islamic learning system; d) Creating disaster buffer schools through disaster
mitigation learning; e) Growing environmental and disaster responsive activities; f) Collaborating with
DUDI, Universities and related institutions to realize HR development, curriculum, internship, teacher
internships and graduate marketing; g) Familiarize and give good examples in accordance with Javanese
cultural customs, nationality and care for the environment.
3.1. Strategy of teachers in instilling characters caring for the environment
Based on the results of research obtained by researchers, teachers at SMK Muhammadiyah Pakem
can continue to develop their PLH pedagogy because it is supported by schools that always bridge teachers to
attend seminars, workshops, training, socialization, technical training, workshops. The teacher can also
update the PLH pedadogy by searching various sources on the internet. Not only that, teachers at
Muhammadiyah Pakem Vocational High School always exchange information when they are attending
regular meetings or just chatting with fellow teachers. The next way is to ask questions raised by students, so
that the teacher can develop with what is asked.
Teachers at SMK Muhammadiyah Pakem to instill the character of care for the environment of
students through learning materials is by integrating learning materials with the concept of caring for the
environment. Previously the teacher first put the integration into the syllabus and lesson plan. Then after it is
poured into the syllabus and lesson plan, the teacher in explaining the learning material is integrated with the
character concept of environmental care, either by using questions or using feedback.
Teachers of SMK Muhammadiyah Pakem in instilling the character of environmental care through
learning methods in the classroom is the teacher adjusting the learning method to the needs of the teacher and
the material to be taught. Here the teacher is also more careful in determining the method to be used.
Teachers of SMK Muhammadiyah Pakem to inculcate the character of environmental care through
assigning assignments is by giving group assignments and individual assignments. The assignment is done
after the teacher has finished explaining the material and direction in the learning process, then the teacher
divides the students into small groups to complete group assignments. After learning, the teacher gives
homework to students. Students exchange opinions with their peers to find answers to questions that are in
their assignments. Based on the results of the research described above, we will see more clearly in Table 1
below, which is as follows:
5. J. Edu. & Learn. ISSN: 2089-9823
Strategy of teachers in suporting environmentally sustainable development (Wiwik Okta Susilawati)
251
Table 1. Strategy of teachers in instilling characters caring for the environment of students at SMK
Muhammadiyah Pakem
No Component Information
1. Teacher’s Pedadogy The teacher's strategy in instilling the character of the students' environmental care through classroom
learning is that teachers at Muhammadiyah Pakem Vocational School can continue to develop their
PLH pedagogy because it is supported by schools that always bridge teachers to attend seminars,
workshops, training, socialization, bimtek, workshop. The teacher can also update the PLH pedadogy
by searching various sources on the internet. Not only that, teachers at Muhammadiyah Pakem
Vocational School always exchange information when they are attending regular meetings or just
chatting with fellow teachers. The next way is to ask questions raised by students, so that the teacher
can develop with what is asked.
2. Learning Materials The strategy that is carried out by the teacher to instill the character of caring for the environment of
students through learning material is by integrating learning material with the concept of character
caring for the environment. Previously the teacher first put the integration into the syllabus and lesson
plan. Then after pouring into the syllabus and lesson plan, the teacher in explaining the learning
material integrates it with the concept of caring for the environment, either by using questions or using
feedback.
3. Learning Methods The strategy carried out by the teacher in instilling the character of caring for the environment through
classroom learning methods is that the teacher adjusts the learning method to the teacher's needs and
the material to be taught. Here the teacher is also more careful in determining the method to be used.
4. Giving Assignments The strategy undertaken by the teacher to instill the character of environmental care through
assignment is by giving group assignments and individual assignments. The assignment is done after
the teacher has finished explaining the material and direction in the learning process, then the teacher
divides the students into small groups to complete group assignments. After learning, the teacher gives
homework to students. Students exchange opinions with their peers to find answers to questions that
are in their assignments.
Teacher PLH pedagogy at SMK Muhammadiyah Pakem has activities, namely a process that is
designed or realized by teachers that is sustainable (does not stop at current conditions only) and aims to
improve students' learning abilities so that their behavior, knowledge and practices in daily life -day has
changed for the better, especially in terms of protecting the environment. After choosing material that is in
accordance with the environmental concept, teachers at SMK Muhammadiyah Pakem involve the thinking of
students in the material by reviewing the facts of the material in the form of cases, analyzing existing ethical
issues and formulating their moral thoughts and assignments. These activities are very useful because the
teacher incorporates student activities by integrating environmental concepts that have an impact on students'
understanding of which activities can support environmental sustainability around them.
3.2. Successful instilling character caring for the envirnment
Based on the results of research obtained by researchers that there is a successful planting of
character care about the environment of students through the teacher in learning in the classroom by teaching
material that is integrated in the concept of character caring for the environment and giving assignments to
students indirectly making active students find answers to assignments the tasks that the teacher gives so that
the participants' knowledge increases. Not only that, participants will also be active in class and outside the
classroom, such as doing assignments in the lab or in the library. Providing assignments regarding
environmental care can be applied in all subjects so that it will help support the cultivation of character of
environmental care for students, especially aware of the importance of preserving nature for the sustainability
of life. Based on the results of the research described above, we will see more clearly in Table 2 below,
which is as follows:
Table 2. The successful of instilling characters caring for the environment of students at SMK
Muhammadiyah Pakem through the teacher in classroom learning
No Component Information
1. Teacher’s Pedagogy Students help increase teacher knowledge through the questions in class
2. Learning Materials Students know various concepts of caring for the environment that have something to do with the
various materials taught by the teacher
3. Learning Methods Students are able to combine learning methods with the character concept of caring for the
environment, such as discussions where the material is shared in the WA group class (no need to
spend a lot of paper)
4. Giving Assignments Students collect assignments via email
Students collect assignments on used/opaque paper
6. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 247 – 254
252
Teaching techniques and assigning assignments by teachers at SMK Muhammadiyah Pakem have
the aim that students produce more stable learning outcomes, because students carry out exercises during the
task, so that the experience of students in learning something becomes more integrated.
3.3. Supporting factors and obstacles factors in instilling characters caring for the environment
Based on the results of research obtained by researchers who are the supporting factors for success
in instilling the character of care for the students' environment is in the daily lives and behavior of principals,
teachers and staff. Whereas the factors that inhibit success in instilling the character of caring for the
environment of the students are the students themselves. Students realize but have not done so. Learners are
aware that this is not appropriate but students still do it. Based on the results of the research described above,
we will see more clearly in Table 3 below, which is as follows:
Table 3. Supporting factors and inhibiting factors for instilling character caring for the environment of
students at SMK Muhammadiyah Pakem
No Component Information
1. Supporting Factors The supporting factors success in instilling the character of caring for students are daily life and
the principal, teacher and staff always accompany each student's activities, both at school and
outside of school.
2. Inhibiting Factors The inhibiting factor in instilling the character of environmental care in students is the students
themselves. Students realize but have not done so. Learners are aware that this is not appropriate but
students still do it.
All components in the SMK Muhammadiyh Pakem work together to make environmental
sustainability successful through education despite obstacles to their students. But the principal and his
teacher and staff are never bored to remind all of their activities to combine with the concept of the
environment which is then slow the sea has a change in the learners themselves.
4. CONCLUSION
Based on the results of the research and discussion above, it can be concluded, first, the teacher's
strategy in instilling the character of the students' environmental care in classroom learning by the way the
teacher always develops PLH pedagogy which is also supported by the school that always bridges teachers to
attend seminars, workshops, training, socialization, technical training and workshops. The teacher can also
update the PLH pedadogy by searching various sources on the internet. Not only that, teachers at SMK
Muhammadiyah Pakem always exchange information when they are attending regular meetings or just
chatting with fellow teachers. The teacher's next way is to ask questions raised by students, so that the
teacher can develop with what is asked. Teachers at the SMK Muhammadiyah Pakem integrate learning
material with the concept of caring for the environment. Previously the teacher first put the integration into
the syllabus and lesson plan. SMK Muhammadiyah Pakem in instilling the character of caring for the
environment through classroom learning methods is the teacher adjusting the learning method to the needs of
the teacher and the material to be taught. Here the teacher is also more careful in determining the method to
be used. Teachers of SMK Muhammadiyah Pakem to inculcate the character of environmental care through
assigning assignments is by giving group assignments and individual assignments. The assignment is done
after the teacher has finished explaining the material and direction in the learning process, then the teacher
divides the students into small groups to complete group assignments. After learning, the teacher gives
homework to students. Students exchange opinions with their peers to find answers to questions that are in
their assignments. Second, that there is a successful planting of character care about the environment of
students through the teacher that students actively seek answers and news that have to do with environmental
concerns. Third, what is a supporting factor for success in instilling the character of caring for the students is
in the daily lives and behavior of principals, teachers and staff. Whereas the factors that inhibit success in
instilling the character of caring for the environment of the students are the students themselves. Students
realize but have not done so. Learners are aware that this is not appropriate but students still do it.
7. J. Edu. & Learn. ISSN: 2089-9823
Strategy of teachers in suporting environmentally sustainable development (Wiwik Okta Susilawati)
253
ACKNOWLEDGEMENTS
I thank the Regional Leaders of Muhammadiyah Yogyakarta (PDM Yogyakarta), Postgraduate
Director of Ahmad Dahlan University and Muhammadiyah Pakem Vocational School who have given
permission to use and publish this data.
REFERENCES
[1] Afandi, R., "Integration of environmental education through social studies learning in alternative primary schools
creating green schools," Pedagogia Journal, vol. 2, no. 1, pp. 98-108, 2013.
[2] Arifin, B., Strategy and policy for learning character education, Yogyakarta: Ar-Ruzz Media. 2012
[3] Astuti, F., Implementation of adiwiyata policy in efforts to realize environmental education in high schools in
malang city high school, Journal of Education Policy and Development, vol. 3, no. 8, pp. 1-9, 2015.
[4] Balthasar Kambuaya, d., E-book: Adiwiyata Guide for Caring and Environmentally Friendly Schools, Oct 2011,
[Online]. Available: menlh.go.id/information-regarding-adiwiyata: http://www.menlh .go.id/information-
regardingi-adiwiyata, [Accessed May 27, 2018].
[5] Lickona, T., Education for Character: Educating to Form Character (How Schools Can Teach Attitudes of Respect
and Responsibility, Jakarta: Bumi Aksara, 2016.
[6] Damayanti. Guide to Implementation of Character Education in Schools, Yogyakarta: Araska, 2014.
[7] Darning Rakhmawati, A. P., "The role of the adiwiyata program in the development of the student's character care:
case study at SMK Negeri 2 Semarang", Unnes Science Education Journal, vol. 5, no. 1, pp. 1148-1154, 2016.
[8] Depdiknas, Education Unit Level Curriculum, Jakarta: Curriculum Center, Balitbang Depdiknas., 2009.
[9] Hamzah, S., Environmental Education, Bengkulu: Refika Aditama, 2012.
[10] Hariyanto, K. P., Indonesian Environmental Education: Basic Pedagogy and Methodology, Bandung: PT Remaja
Rosdakarya, 2017.
[11] Hidayatullah, F., Character Education: Building Nation Civilization, Surakarta: Yuma Pustaka, 2010.
[12] Ministry of Education and Culture of the Republic of Indonesia. National Character Development Policy Year
2020-2025. Jakarta, 2010.
[13] Ministry of Environment and Ministry of Education and Culture. E-book: Adiwiyata Guide for Caring and
Environmentally Friendly Schools. Jakarta: Ministry of Environment and Ministry of Education and Culture, 2011.
[14] Ministry of Education and Culture of the Republic of Indonesia. National Nation Character Development Policy for
2010-2025. Jakarta: Curriculum Research and Development Agency, 2010.
[15] Mortimore, C. W., Pedagogy: What do We Know?In Mortimore, P (ed.) Understandi Pedagogy and Its Impact an
Learning. London: Paul Chapman Publishing, 1999.
[16] Lickona, T., Education for Character: Educating to Form Character (How Schools Can Teach Attitudes of Respect
and Responsibility. Jakarta: Bumi Aksara, 2016.
[17] Mortimore, C. W., Pedagogy: What do We Know?In Mortimore, P (ed.) Understandi Pedagogy and Its Impact an
Learning. London: Paul Chapman Publishing, 1999.
[18] Puspitasari, E. "Character Education Approach,” Jurnal Edueksos, vol. III, no. 2, pp. 45-57, 2014.
[19] Green, M. d., Making Sense of Leadership: Exploring the Five Key Roles, Philadelphia: Kogan Page Limited, 2008.
[20] Posner, J. K., The Leadership Challenge, San Francisco: Jossey-Bass, 2004.
[21] Risminawati, M. d., Innovative Learning Models in Primary Schools, Surakarta: FKIP UMS, 2012.
[22] Sabiq Farhan, R. B., "Effect of Character Education Application through Student Team Achievement Division
Learning Model on Learning Outcomes of Light Vehicle Engine Maintenance in Surakarta Pancasila Vocational
School," Jurnal JIPTEK, vol. X, no. 2, pp. 46-55, 2017.
[23] Manan, M. M., "Leadership Characteristics of Excellent Headmaster," Journal of Education and Practice, vol. 5,
pp. 23, pp. 120-124, 2016.
[24] Hoy, W. J., The Road to Open Healthy Schools, California: Corwin Press, Inc., 1997.
[25] Sagala, S., Strategy Management in Education Quality Improvement, Bandung: Alfabeta, 2009.
[26] Sanusi, A., National Education Productivity, Bandung: IKIP Bandung, 2016.
[27] Saripudin, K. K. Character Education: The Concept and Application of Living Values Education, Bandung: PT
Refika Aditama, 2017.
[28] Suprihatin, D. A., Introduction to Environmental Education. Yogyakarta: Gava Media, 2013.
[29] Surtikanti, J. S., Teaching and Learning Strategies. Surakarta: UMS, 2008.
[30] Sutriani, M. B., "Application of Assignment Methods to Improve Learning Outcomes in Material Addition and
Reduction of Fractions in Class V of Bukit Harapan SDN 2," Tadulako Online Creative Journal, vol. 4, no. 1,
pp. 18-34, Mar 2014.
[31] Sugiyono. Educational research methods quantitative, qualitative approach and R & D, Bandung: Alfabeta, 2015.
[32] SMK Muhammadiyah Pakem. SMK Muhammadiyah Pakem, Oct 29, 2015, [Online]. Available:
https://smkmuhpakem.sch.id/read/2/vision-and-mision, [Accessed Nov 09, 2018].
8. ISSN: 2089-9823
J. Edu. & Learn. Vol. 13, No. 2, May 2019 : 247 – 254
254
BIOGRAPHIES OF AUTHORS
Wiwik Okta Susilawati was born in Rimbo Bujang, Tebo, Jambi. She graduated from Ahmad
Dahlan University in Pancasila and Citizenship Education in 2017. She took his master's in
Education Management at Ahmad Dahlan University Yogyakarta since August 2017. Now, she
is an active student in Depaertement of Education Management Ahmad Dahlan University.
Dr. Hendro Widodo, M.Pd is a permanent lecturer at the Postgraduate of Ahmad Dahlan
University Yogyakarta in the Program Study of Islamic Education. He was born in Ogan Ilir,
June 3, 1980. His address is on Jalan Cebongan Kidul, RT. 01 RW. 01Tlogoadi, Mlati, Sleman.
His area of expertise is education management. He is a graduate of Islamic Education UIN
Sunan Kalijaga.
Sumarno, MA, Ph.D is a permanent lecturer at Yogyakarta State University. He graduated from
Macquarie University. His areas of expertise are PLS program management, education research
and evaluation. Address of G. Jeruk 7, Gejayan, Condongcatur, Depok, Sleman, Yogyakarta