Effectiveness of Organizing a Non-Face to Face Tutorial Package System in Distance Education

2020 ◽  
Vol 7 (6) ◽  
pp. 280-297
Author(s):  
A.A. Ketut Budiastra ◽  
Udan Kusmawan ◽  
Hanafi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Undergraduate Students ◽  
School Teacher ◽  
Bachelor's Degree ◽  
Elementary School Teacher ◽  
Regional Office ◽  
Guidance Services ◽  
Face To Face ◽  
Qualitative Descriptive

At this time, the number of students of elementary school teacher programs at the Universitas Terbuka (UT) in one study group as many as 20-30 people in some places there is a tendency challenging to be fulfilled. This challenge because most elementary school teachers already have a bachelor's degree. Meanwhile, the location of students at this time tends to be increasingly scattered with distant geographical areas, so it is necessary to provide a particular service called the Non-Face to Face Tutorial Package System (NFFTPS) for Practical/Practicum courses. The sample in this study was the undergraduate students of elementary school teacher programs in the regional office of Pangkalpinang, Serang, Bandung, Denpasar, Ambon, amounting to 75 respondents. This research is categorized as a qualitative descriptive study. From the results of this study, it can be concluded that the NFFTPS program has been implemented quite well. However, in its implementation, there are still many obstacles encountered and need to be refined in the future. Besides, there is a need for a synergy of academic guidance services for NFFTPS programs in regional office and UT central so that they can provide quality, appropriate, timely, and targeted services.

scholarly journals Analysis Implementing Obstacles of State Elementary School 2 Kebumen in the 2013 Curriculum

2019 ◽  
Vol 2 (1) ◽  
pp. 103
Author(s):  
Hanif Imadudin ◽  
Astika Krisnawati ◽  
Syifa' Lana ◽  
Kartika Chrysti Suryandari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Descriptive Assessment ◽  
Evaluation Phase ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Thematic Learning

This study  was intended to see obstacles in implementing the 2013 curriculum by elementary school teacher 2 Kebumen. This study uses qualitative descriptive assessment methods. The subject of this study is 6 elementary school teachers 2 Kebumen made up of 6 class teachers. Data collection using angers and interviews. Studies show that the obstacles that elementary school teacher 2 Kebumen experienced in implementation of the 2013 that is in the plannin phase, implement phase, and evaluation phase. Obstacles include learning preparation, slection and media lerning making, insight teacher, cross-loading of lessons in thematic learning, and It literacy.

scholarly journals TINJAUAN ASPEK KUALIFIKASI PENDIDIK, PENGUASAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI, SERTA SUPERVISI AKADEMIK TERHADAP KEMAMPUAN MANAJEMEN KELAS PADA GURU SEKOLAH DASAR DI UPT PPD KECAMATAN PUNDONG KABUPATEN BANTUL

2019 ◽  
Vol 4 (1) ◽  
pp. 94-103
Author(s):  
Siti Haryani
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Positive Influence ◽  
Elementary School Teacher ◽  
Management Skills ◽  
School Teachers ◽  
Management Capabilities ◽  
Significant Positive Influence

The purpose of this study was to determine: (1) the influence of educator qualifications, the mastery of ICT, as well as academic supervision jointly against class management capabilities among elementary school teachers, (2) the effect of educator qualifications on classroom management skills in an elementary school teacher, (3) the effect of mastery of ICT on classroom management skills in an elementary school teacher, and (4) the effect academic supervision of classroom management capabilities at an elementary school teacher. This study applied the quantitative approach using the survey design. The population in this research was all elementary school teachers in UPT PPD Pundong, Bantul regency, in the academic year of 2017/2018, amounting to as much as 182 teachers distributed in 19 elementary schools. Samples in this study were 124 teachers, taken by proportional random sampling method. Data collection used questionnaires. The data analysis was conducted on the descriptive analysis, linearity and multicollinearity test, multiple regression analysis, partial correlation analysis, and donations predictors include effective contribution and relative contribution. The results showed that the educator qualifications, mastery of ICT and academic supervision simultaneously have a very significant positive influence to the ability of teachers in classroom management. It means that if educator qualifications, mastery of ICT, and academic supervision become better, the ability of teachers to manage the classroom will become better too. Partially, the educator qualifications have a very significant positive influence to the ability of teachers to manage the classroom. The mastery of ICT also has a significant positive effect on the ability of teachers in classroom management. As well as a partial academic supervision also has a very significant positive influence on the ability of teachers in classroom management. Therefore, it is necessary to improve the educator qualifications, mastery of ICT, and academic supervision to increase the ability of teachers in classroom management.

scholarly journals PROFESSIONAL COMPETENCE UNDERSTANDING LEVEL OF ELEMENTARY SCHOOL IN IMPLEMENTING CURRICULUM 2013

2020 ◽  
Vol 2 (1) ◽  
pp. 99-105
Author(s):  
Wachidi Wachidi ◽  
Adrian Rodgers ◽  
Dmitriy Yu Tumanov
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Data Processing ◽  
Elementary School Teachers ◽  
Professional Competence ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Statistic Method ◽  
The Subject

The specific purpose of this study is to find out professional competence understanding level of elementary school teacher in implementing curriculum 2013 in Bengkulu city. This study used analytical descriptive. This study aimed at describing the professional competence understanding level of elementary school teacher in implementing curriculum 2013. The subject of this study was 100 teachers of elementary schools in Bengkulu City. The object of this study was related to professional competence understanding level of elementary school teacher in implementing Curriculum 2013. The data collecting was conducted by using questionnaire and document. Questionnaire was used to obtain the data about professional competence understanding level of elementary school teacher in implementing Curriculum 2013. To find out and to proof that questionnaire is valid was conducted by expert. Document was used to find out the number of elementary school teacher in Bengkulu City. After the data was collected it was verified, and was processed by using percentage statistic method. The data processing was then analyzed and concluded. In general this study concluded that elementary school teachers in Bengkulu city understands professional competence in implementing curriculum 2013.

scholarly journals Apakah Learning Start with a Question Efektif Digunakan dalam Microteaching?: Eksperimen pada Calon Guru Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 152-161
Author(s):  
Nina Gantina ◽  
Ahmad Khoiri
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Teacher Candidates ◽  
School Teacher ◽  
Sampling Technique ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Experiment Method ◽  
Skills Reinforcement

Prospective Elementary School Teachers have difficulty in understanding the science concepts. Beside, they are generally low in curiosity, passive in discussion, and lack of collaboration on microteaching activities. This study aims to: (1) Reveal how to apply the experimental-based LSQ learning model on microteaching activities for elementary school teacher candidates; (2) Examine the increase in curiosity and understanding the concept of science. The method used is a Quasi-experiment method with purposive sampling technique. The sample are 31 elementary school teacher candidates from Universitas Sains Al Quran, Wonosobo, Indonesia. The data about understanding the concept was collected through a test with 30 questions. The data about curiosity was collected by questionnaires and observation sheets. The results showed that there is an increase in the understanding of the concept based on the gain test of 0.3. Furthermore, based on the t-test of 4.01 and t-table of 1.99 (tcount t-table = 4.01 1.99), LSQ model is effective in increasing the curiosity. Curiosity through the four main skills found, namely: questioning skills, reinforcement, explanation skills, and classroom management. The average result of the competency percentage on LSQ learning is 72% (medium category). LSQ is strongly recommended to be applied by prospective elementary school teachers.

scholarly journals KOMPETENSI GURU MADRASAH IBTIDAIYYAH DALAM PEMBELAJARAN SAINS BERBASIS PENDIDIKAN KARAKTER

2019 ◽  
Vol 15 (1) ◽  
pp. 71-86
Author(s):  
Mukhlis Fatchurrohman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Instructional Strategy ◽  
Teaching Method ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Learning Science ◽  
School Teachers ◽  
Assessment Technique ◽  
Science Subject

This article reviews the importance of the competency of Elementary School or Islamic Elementary School Teachers in instruction of science subject. Learning science of elementary school teacher, in teaching science, should master instruction and teaching of science as well as its assessment technique, so that the students can achieve a determined indicator. From this article, it is found a conclusion that the standard of the successful teacher depends on the teacher’s personality, the mastery of teaching method, the teacher’s frequency and intensity of interaction with students and the mastery of instructional strategy.

scholarly journals FEATURES OF PROFESSIONAL TRAINING OF PRIMARY CLASS TEACHERS IN FOREIGN COUNTRIES

2020 ◽  
pp. 54-62
Author(s):  
Ye. Spitsin ◽  
T. Khmil
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Professional Activity ◽  
School Teachers ◽  
Foreign Experience ◽  
Foreign Countries

The article determines that elementary school is the first level in the process of obtaining general education for children and in their general intellectual, physical and social development. in practice, accordingly, it sets the task for professional education as well – to prepare future elementary school teacher as a social personality, capable of solving certain problems and tasks of professional activity under the conditions of mastering a system of skills and competences. The success of the pedagogical activity of an elementary school teacher implies a special preparedness in the institution of higher education – the formation of knowledge, skills and pedagogical competences aimed at the exercise of professional functions. Study of experience of foreign countries on the professional pedagogical training of elementary school teachers is an important condition for the formation of theoretical and methodological bases for optimization of the training of elementary school teachers in Ukrainian HEIs. An analysis of current approaches to the preparation of future primary school teachers in France, the United Kingdom and Japan makes it possible to highlight the trends that are characteristic of European and Japanese education, namely: training teachers in higher education, two-level education, student development taking into account socio-cultural features, forming in them the readiness for professional mobility, to study throughout their professional activity, creating conditions for internships abroad. Progressive ideas of foreign experience can be taken into account in the national practice of teacher training. Further scientific inquiries may be directed to the study of the content filling of the teacher training programs and the peculiarities of the organization of the educational process in the institutions of higher education of foreign countries. Learning and using the experience of other countries is one of the main methods of designing educational reforms in Ukraine. Using foreign experience will help to avoid many mistakes. In addition, the integration of Ukraine into the world and European educational spaces requires adaptation of national educational legislation to pan-European educational principles and practices. These include, in particular, the existence of certain standards of education and professional activity of teachers.

scholarly journals MISKONSEPSI MATEMATIKA PADA GURU SEKOLAH DASAR

2017 ◽  
Vol 3 (1) ◽  
pp. 41 ◽  
Author(s):  
Ahmad Dzulfikar ◽  
Ciptianingsari Ayu Vitantri
Keyword(s):  
Elementary School ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Content Mastery ◽  
Research Instrument ◽  
Purposive Sampling ◽  
Study Research ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Basic Concepts

Mathematics concepts in elementary school was basic concepts to understand mathematics concepts in the next grade. Therefore, mathematics misconceptions of elementary school teacher should be avoided. It was because of implication to their students. This study was a qualitative descriptive research. The aim of the study was to investigate mathematics misconceptions of elementary school teacher. Subject of the study was 28 teacher from 17 school in one city in East Java. Purposive sampling was used in the study. Research instrument was a test. Interview was an additional technique to investigate elementary shool teacher mathematics misconceptions and its reason. The study found that mathematics misconceptions of elementary school teacher mostly found in geometry because of preconceptions. Preconceptions mostly affected by a daily meaning. Therefore, development of elementary school teacher mathematics content mastery is needed.

Inklusion an Grundschulen in Baden-Württemberg

2021 ◽  
Author(s):  
Heike Bold
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Administrator ◽  
Expert Interviews ◽  
School Teachers ◽  
Differentiated Teaching

Inclusion at elementary schools: Are elementary school teachers prepared for the task? Which competences are required in the implementation of inclusion concepts especially in (goal) differentiated teaching. Based on 46 expert interviews from elementary schools in Baden-Württemberg, the following study will present first answers to these complex questions and suggest possible (content for) teacher trainings. The author is elementary school teacher and school administrator with extensive knowledge in teaching children with and without special needs.

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