Teachers’ Perception Related to the Implementation of Curriculum 2013

The curriculum 2013 is the latest Indonesia curriculum that requires students to have 4 C’s learning (Critical thinking, Collaboration, Creativity and Communica-tion) as demanding of 21st century need. Especially for vocational school students, they have to be mastered in English as one of requirement for them to be involved in workforce. In the curriculum 2013 includes three main aspects that need to be measured; the implementation of core competence, the implementation the process of teaching and learning process and the implementation of assessment process. This study employed open-ended and close-ended questionnaires that analyzed statistically and descriptively. The finding of this study revealed the three aspects of the curriculum 2013 is well implemented yet the training and teacher development program are needed for the teachers to master the whole aspects this curriculum. Further, any attention from the students to the demands of this curriculum is also needed. Thus, it is recommended an effective and efficient trainings or in-house training of the 2013 curriculum for English teachers. Abstrak Kurikulum 2013 merupakan kurikulum nasional terbaru di Indonesia yang menuntut siswa untuk menguasai empat kecakapan Abad 21, yaitu berpikir kritis, kolaborasi, kreativitas, dan komunikasi. Terutama bagi sekolah kejuruan, siswa harus menguasai Bahasa Inggris sebagai salah satu tuntutan dunia kerja. Dalam Kurikulum 2013 terdapat tiga aspek yang perlu diukur, yaitu (1) implementasi kompetensi inti, (2) implementasi proses pengajaran dan pembelajaran, dan (3) implementasi proses penilaian hasil belajar. Penelitian ini menggunakan kuesioner terbuka dan tertutup yang hasilnya kemudian dianalisis menggunakan statistic deskriptif. Penelitian ini menemukan bahwa tiga aspek dari Kurikulum 2013 telah diterapkan dengan baik, namun tetap memerlukan program pelatihan dan pengembangan guru untuk menguasai keseluruhan aspek kurikulum. Kedepannya, perhatian dari siswa terhadap tuntutan dari kurikulum ini juga diperlukan. Oleh karena itu, in-house training Kurikulum 2013 yang efektif dan efisien direkomendasikan untuk guru Bahasa Inggris. Keywords: core competence English teacher; perception; the 2013 curriculum; vocational school

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ENGLISH TEACHING IN VOCATIONAL HIGH SCHOOL: A NEED ANALYSIS

JEELS (Journal of English Education and Linguistics Studies) ◽

10.30762/jeels.v5i2.835 ◽

2019 ◽

Vol 5 (2) ◽

pp. 229-258

Author(s):

Moh. Arif Mahbub

Keyword(s):

Teaching And Learning ◽

Vocational School ◽

Learning Needs ◽

English Teacher ◽

Vocational High School ◽

School Students ◽

English Teaching ◽

Need Analysis ◽

Language Difficulties ◽

Teaching Learning

This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.

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DEVELOPMENT OF INTERACTIVE LEARNING MEDIA EDUGAME USING ADDIE MODEL

Jurnal Teknologi Informasi dan Pendidikan ◽

10.24036/tip.v14i1.412 ◽

2021 ◽

Vol 14 (1) ◽

pp. 53-59

Author(s):

Fadhli Ranuharja ◽

Ganefri Ganefri ◽

Bayu Ramadhani Fajri ◽

Febri Prasetya ◽

Agariadne Dwinggo Samala

Keyword(s):

Primary School ◽

Teaching And Learning ◽

Development Program ◽

Primary School Students ◽

School Students ◽

Development Method ◽

West Sumatra ◽

Approach Method ◽

Smart Education ◽

Addie Model

In line with the district development program of Dharmasraya regency, namely the Dharmasraya Smart City Program and the implementation of Dharmasraya Smart Education, Edugame is currently one of the favourite innovations being used in the teaching and learning process for the primary school students. This study was aimed at creating a learning innovation using Edugame as a media for conveying information to students as well as inviting students to play. In addition, the approach method used was in the form of media development using the ADDIE (Analysis Design Develop Implementation and Evaluation) development method. This development method was started by conducting the field observations, then designing the Edugame interface to evaluate the shortcomings of the Edugame. From the results of the whiteboard test, it was proven that this application had succeeded in delivering learning materials to primary school students of SDN 08 Pulau Punjung, Dharmasraya Regency, West Sumatra. In sum, the teachers are assisted by the Edugame since the students learn independently to explore each Edugame and try to get the highest score. Keywords: Learning Media; Edu-Game; Learning Innovation; ADDIE.

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21st CENTURY TEACHING AND LEARNING STRATEGIES OF ARABIC LANGUAGE AMONG UPSI’S TRAINEE TEACHER IN SECONDARY SCHOOL

International Journal of Modern Education ◽

10.35631/ijmoe.25002 ◽

2020 ◽

Vol 2 (5) ◽

pp. 09-18

Author(s):

Zarima Zakaria ◽

Tuan Husna Aisya Tuan Hussin

Keyword(s):

Secondary School ◽

Learning Strategies ◽

21St Century ◽

Teaching And Learning ◽

Secondary School Students ◽

Teaching Practice ◽

Arabic Language ◽

School Students ◽

21St Century Education ◽

Trainee Teachers

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

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DEVELOPING ENGLISH READING MATERIALS BASED ONCONTEXTUAL TAECHING AND LEARNINGFOR GRADE X STUDENTS OF AUDIO VIDEO PROGRAM AT SMK N 1 PERCUT SEI TUAN

10.24114/reg.v7i3.12064 ◽

2018 ◽

Vol 7 (3) ◽

Author(s):

Hera Parisa ◽

Indra Hartoyo ◽

Rika Rika

Keyword(s):

Research And Development ◽

Key Words ◽

Teaching And Learning ◽

Vocational School ◽

English Teacher ◽

New Materials ◽

English Reading ◽

Reading Materials ◽

Audio Video ◽

Video Program

This study aims to develop English reading materials needed by students of Vocational School and develop English reading materials for students of Audio Video Program based on Contextual Teaching and Learning. The research was conducted by Research and Development (R & D) design through six phases; gathering information and data, analyzing data, designing new materials, validating by experts, revising, and final product. It was conducted in SMK N 1 PercutSei Tuan, especially grade X. The data were gathered by administering interview and distributing questionnaire to 23 respondents to get the students’ needs. The interview and questionnaire results prove that the students need English reading materials which contain English for Audio Video program.The average scores are the first from English lecturer and the second from English teacher. It means that the developing materials categorized as suitable or approriate for grade X of Audio Video program. Key words: Research and Development (R & D), reading materials, Audio Video Program.

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Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

International Journal of Learning and Development ◽

10.5296/ijld.v10i1.16716 ◽

2020 ◽

Vol 10 (1) ◽

pp. 176

Author(s):

Husain Hashim ◽

Shamila Mohamed Shuhidan

Keyword(s):

21St Century ◽

Teaching And Learning ◽

School Setting ◽

Research Approach ◽

Structured Interviews ◽

Global Knowledge ◽

School Students ◽

Essential Information ◽

The Government ◽

School Resource

21st century skills are embedded in the Malaysian school curriculum to prepare and produce knowledgeable and responsible young citizens in coping with the challenges of the global knowledge economy. The trend has an impact on the roles of school resource centers (SRC), which are currently managed by the so-called library and media teachers (LMT). As the LMTs are appointed among school teachers who need to allocate and divide their responsibilities into academic teaching and SRC management, several issues are found from literature pertaining to their overburdened teaching tasks, lack of time and inadequate library management competencies. This has caused further shortcomings in service provision including poor implementation of information literacy and reading programs for school students. A qualitative research approach is adapted to investigate the roles, functions and competencies of LMTs in managing SRCs and supporting 21st century teaching and learning in the school setting. This study uses semi-structured interviews for data collection involving five (5) LMTs who provided insightful feedback towards understanding the aforementioned issues. The findings reveal essential information with respect to the roles, functions and competencies of LMTs and also identify relevant challenges that can disrupt the provision and delivery of SRC services, facilities and programs. This requires the attention of the government and school administration to enforce a better platform that enables the LMTs to uphold their roles and functions accordingly towards enhancing the 21st teaching and learning environment in Malaysian schools.

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The Problem Based Learning in Enhancing Students’ Critical Thinking for Reading Skills in English Teaching at Vocational School

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v2i2.93 ◽

2021 ◽

Vol 2 (2) ◽

pp. 237-249

Author(s):

Nurul Iskandar ◽

Mustaji ◽

Miftakhul Jannah ◽

Soetam Rizky Wicaksono

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Learning Strategy ◽

Teaching Strategy ◽

Problem Based Learning ◽

Vocational School ◽

School Students ◽

English As Foreign Language ◽

Expert Validation ◽

Learning English

The purpose of this research explained how Problem Based Learning (PBL) designed in teaching and learning English for Vocational School students in Indonesia. A PBL was used for overcoming critical thinking skill in teaching English at vocational school. The sample consisted of tenth grade of vocational school students who were recruited purposively. The research methodology used qualitative and qualitative method. Interview was used to get data about instructional and students’ needs. Questionnaire was used to obtain expert validation during teaching and learning process, and a test was used to obtain the effectiveness. The results of expert validation showed that the design of this learning strategy was good and can be used in learning English. It was effective in English as Foreign Language teaching strategy for vocational school in Blega of Bangkalan. Thus, it could be implemented in the teaching and learning English for vocational school students in enhancing students’ critical thinking.

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Development of programmable logic controller teaching aids on electrical motor installation course among vocational school students in Aceh, Indonesia

10.31643/2021.19 ◽

2021 ◽

Author(s):

H. Pratama ◽

◽

M.N.A. Azman ◽

N.A. Zakaria ◽

M. Khairudin ◽

...

Keyword(s):

Programming Languages ◽

Learning Process ◽

Teaching And Learning ◽

Programmable Logic Controller ◽

Vocational School ◽

Programmable Logic ◽

School Students ◽

Teaching Aids ◽

Addie Model ◽

Effective Conditions

Programmable Logic Controller (PLC) is a competency that must be mastered by third-level vocational school students in an electrical motor installation course. PLCs can be operated using programming languages such as sequence function charts, block diagrams, instruction lists, ladder diagrams, and others. This competency is important because it is often used in the industrial world. To create better and more effective conditions in the teaching and learning process, the development of teaching aids is needed to improve and enhance students' skills. This research, to design and development a useful teaching and learning tool teaching medium to help teachers teach concepts PLC-based electrical control systems, both theoretically and practically. The ADDIE model was used in developing the aids. The verification stage is carried out to ensure that the teaching aids that have been developed are suitable for use. In addition, this kit is relatively small with dimensions of 45x34x20 mm and is easy to move and can be used in various places. Confirmation involves lecturers and teachers who teach the field of electrical engineering. The results of the study found that the respondents strongly agreed that the PLC teaching aids was suitable for use in the learning process. Respondents also stated that using the tool because did not waste time and was easy to use. However, it is suggested that further research be conducted to identify the effectiveness of this teaching aid on students.

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Teacher Leadership

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch089 ◽

2014 ◽

pp. 1551-1564

Author(s):

Andrea M. Kent

Keyword(s):

Professional Development ◽

School Culture ◽

Teacher Leadership ◽

21St Century ◽

Teaching And Learning ◽

Teacher Leaders ◽

Diverse Populations ◽

School Students ◽

Public School Students ◽

21St Century Schools

This chapter focuses on the metamorphosis of teacher leaders, from the roles, responsibilities, and dispositions of teacher leaders, to teacher leaders using technology for self-professional development as well as leading professional development for the improvement of teaching and learning. The underlying premise is that teacher leaders work with diverse populations of both teachers and public school students who are present in schools today. It is strong leadership at the classroom level that makes a difference with colleagues and students, regardless of ethnicity, gender, or social class, and can ultimately impact an entire school culture. This chapter integrates these core tenants in an effort to guide the reader to understanding the necessity of developing teacher leaders to meet the challenges inherent in 21st century schools and classrooms.

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DEVELOPING TEACHING MEDIA OF KANGAROO SMART FRIEZE TO ENRICH ELEMENTARY SCHOOL STUDENTS’ VOCABULARY

Visipena Journal ◽

10.46244/visipena.v9i1.453 ◽

2018 ◽

Vol 9 (1) ◽

pp. 203-214

Author(s):

Sakilah Bewafa ◽

Ana Utami Fatoni ◽

Yuliana Fatima Dayana ◽

Puthut Joko Buntolo

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Research And Development ◽

Elementary School Students ◽

Teaching And Learning ◽

Fourth Grade ◽

English Teacher ◽

School Students ◽

Fourth Grade Students ◽

Limited Testing

The implementation of the newest curriculum (Curriculum 2013) leads some elementary schools to finally exclude English from the schools subjects. However, some elementary schools that keep teaching English as a subject still cannot provide appropriate English teaching media, especially to teach vocabulary. In this study, the researchers aimed to know the problems faced by the English teacher and the fourth grade students of SD N 2 Sekaran in the vocabulary teaching and learning, and also to know how to develop teaching media of Kangaroo Smart Frieze. The Research and Development (R & D) approach was adopted by conducting the preliminary survey, designing and developing the prototype of the product, conducting limited testing and product validation, having a revision process and describing the research result. The subjects of the study were the fourth grade students of SDN 2 Sekaran in the academic year of 2013/2014. The instruments used were questionnaires, interview guideline and test. According to the interview to the English teacher and students, it can be concluded that the vocabulary teaching media of Kangaroo Smart frieze needs to be developed with the focus on the quality of the media and also the variety of games played. The development of Kangaroo Smart Frieze was started by observing and interviewing the English teacher and students. After doing that, the process was continued by planning the data collecting instrument of vocabulary teaching media. The main consideration was based on the English curriculum (syllabus) of the fourth grade students of elementary school and also some related theories. Moreover, the data collecting instrument was arranged into two main parts which included the need analysis of the students and English teacher. The further step was designing the prototype. The development process was then followed by other steps; product validation, try-out (limited testing) and revision of Kangaroo Smart Frieze. The results of the students’ test by using Kangaroo Smart Frieze as the vocabulary teaching media, and also the assessment from the experts were very good. Therefore, it could be concluded that Kangaroo Smart Frieze has a good prospect to be used in the vocabulary teaching and learning process. As suggestion, the teachers should always try to choose appropriate vocabulary teaching media, and the future researchers should conduct better research and development to develop better vocabulary teaching media for elementary school students.

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Emotional Intelligence in Creative Process: Enhancing Values in KOMSAS Drama

Sains Insani ◽

10.33102/sainsinsani.vol6no1.268 ◽

2021 ◽

Vol 6 (1) ◽

pp. 155-161

Author(s):

Nurul Fasheha Razali ◽

Harrinni Md Noor ◽

Farhana Wan Yunus

Keyword(s):

Mental Illness ◽

Emotional Intelligence ◽

21St Century ◽

Creative Process ◽

Teaching And Learning ◽

Mental Health Problems ◽

Future Generation ◽

21St Century Learning ◽

Learning Activities ◽

School Students

Emotional intelligence (EI) is the ability to control and manage oneself and others in terms of feelings, emotions and behaviour (Goleman,1998). Malaysian National Health and Morbidity Survey (2015) showed that 600,000 children aged between 5 to 16 in Malaysia were diagnosed with mental health problems. Symptoms of mental illness if not treated early can lead to chronic mental illness. Changes in the way of learning in 21st-century learning require the current generation to equip themselves with EI to control feelings in a more challenging learning process (Mohd Faizul, 2017). Therefore, Malaysian Ministry of Education (MoE) is currently encouraging educators to incorporate these values into the teaching process to build a better future generation. In line with the 21st century learning skills communication, collaboration, critical thinking and creativity skills, along with values and ethic will be the focus in education. The purpose of this study is to explores the possibility of incorporating EI into the education syllabus through drama activities in Malay Literature Component known as KOMSAS (Komponen Sastera) for secondary school students. A survey was conducted among 20 experts who have been teaching Malay Language subject for more than 10 years. This preliminary study is aims to identify the understanding of teachers on the application of emotional values and the process of creativity in learning. Moreover, it aims to identify how current educators apply these elements of value into their teaching and learning activities. The findings of this study showed that the teachers are aware of the EI as well as creativity in learning activities. However, the process of applying values and activities happen unplanned and there is a need to design and develop a teaching module that incorporates creative process (CP) and EI in KOMSAS drama.

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