Preservice elementary school teachers' conceptual change about projectile motion: Refutation text, demonstration, affective factors, and relevance

1997 ◽  
Vol 81 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Cynthia Hynd ◽  
Donna Alvermann ◽  
Gaoyin Qian
Keyword(s):  
Elementary School ◽  
Conceptual Change ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Projectile Motion ◽  
Affective Factors ◽  
Refutation Text

Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

2011 ◽  
Vol 55 (5) ◽  
pp. 503-515 ◽  
Author(s):  
Ilona Ahopelto ◽  
Mirjamaija Mikkilä-Erdmann ◽  
Erkki Anto ◽  
Marjaana Penttinen
Keyword(s):  
Elementary School ◽  
Conceptual Change ◽  
Elementary School Teachers ◽  
School Teachers

scholarly journals The Effects of Using Predict-Observe-Explain Strategy Assisted by Conceptual Change Text towards the Conceptual Mastery of Prospective Primary School Teachers on the Matter and its Changes

2021 ◽  
Vol 23 ◽  
pp. 226-241
Author(s):  
Anasufi Banawi ◽  
Sulaeman Sulaeman ◽  
Wahyu Sopandi ◽  
Asep Kadarohman ◽  
Muhammad Solehuddin ◽  
...  
Keyword(s):  
Elementary School ◽  
Conceptual Change ◽  
Elementary School Teachers ◽  
Control Group ◽  
Empirical Validation ◽  
School Teachers ◽  
Validation Process ◽  
Primary School Teachers ◽  
Conceptual Change Text ◽  
Experimental Group

This research aims at determining the differences in the increase of conceptual mastery of the matter and its changes between students who study with the Predict-Observe-Explain Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy. This study involved 63 students who were divided into 2 groups, a control group (33 students) and an experiment (30 students). The research instrument is in the form of a five-tier diagnostic test. The instrument has gone through an expert and empirical validation process. The data obtained were analyzed with descriptive and inferential statistics. The results showed a significant increase in the conceptual mastery of the experimental group (N-gain = 0.26) and in the control group (N-gain = 0.06), which were significant (p < .05). The POE-ACCT strategy was found more beneficial compared to the Expository Strategy in increasing the conceptual mastery of the prospective elementary school teachers. Although the POE-ACCT strategy provided an increase in the conceptual mastery, an increase of 0.26 was categorized in a low category and this indicated the need for improvement of the strategy.

TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

2019 ◽  
Vol 9 (2) ◽  
pp. 155-164
Author(s):  
Nadia Yuli Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Coping Strategy ◽  
School Teachers ◽  
Cross Sectional ◽  
Central District ◽  
And Coping ◽  
Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat.   Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping   THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013   ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is  educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies.   Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

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