Aymara Childrens’ Practice of Transcendental Meditation in Perú: A Learning History Model of Parent and Teacher Perceptions

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

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Learning History on High School Equivalency Program

Yupa Historical Studies Journal ◽

10.26523/yupa.v1i2.56 ◽

2017 ◽

Vol 1 (2) ◽

pp. 145

Author(s):

Ranulin Windarsari ◽

Sunardi Sunardi ◽

Djono Djono

Keyword(s):

High School ◽

Sampling Technique ◽

Observation Data ◽

High School Equivalency ◽

Face To Face ◽

Learning History ◽

Analysis Technique ◽

High School Equivalency Program ◽

Evaluation Of Learning ◽

High School Equivalency Programs

This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.

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