scholarly journals BAHAN AJAR PIDATO DALAM BUKU TEKS BAHASA SUNDA (Analisis Gradasi Materi Ajar serta Relevansinya dalam Kurikulum 2013)

LOKABASA ◽  
2015 ◽  
Vol 6 (2) ◽  
Author(s):  
DWI LUQIATUL FAZRINI
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Sixth Grade ◽  
Provincial Government ◽  
Learning Activities ◽  
School Teachers ◽  
Teaching Materials

Abstrak Penelitian mengenai “Bahan Ajar Pidato dalam Buku Teks Bahasa Sunda (Analisis Gradasi Materi Ajar serta Relevansinya dalam Kurikulum 2013)”, tujuannya untuk mendeskripsikan bahan ajar pidato, gradasi bahan ajar pidato, relevansinya bahan ajar pidato dalam buku teks Pamekar Diajar Basa Sunda untuk siswa setiap jenjang pendidikan dengan Kurikulum 2013. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif. Sumber data dalam penelitian ini adalah buku teks bahasa sunda kurikulum 2013. Pamekar Diajar Basa Sunda yang diterbitkan pemerintah Provinsi Jawa Barat. Buku teks merupakan bagian penting dari beberapa sistem pendidikan yang mendorong untuk menjelaskan hal yang ada pada kurikulum dan menjadi buku pedoman untuk guru dalam melaksanakan kegiatan pembelajaran. Kesimpulan hasil penelitian,  Bahan ajar pidato di setiap jenjang pendidikan SD kelas VI, SMP kelas VIII, SMA kelas X serta mempunyai stuktur tampilan yang berbeda. Bahan ajar pidato di SD ada sepuluh kegiatan belajar, di SMP ada lima kegiatan belajar, di SMA ada lima kegiatan belajar. Gradasi bahan ajar pidato yang ada mengenai tingkat pemahaman guru melalui angket. Hasilnya adalah 75 % guru SD memahami isi bahan ajar pidato, 84% guru SMP memahami isi bahan ajar pidato, 73% guru SMA memahami isi bahan ajar pidato. Relevansi bahan ajar pidato, ada beberapa kegiatan yang tidak sesuai dengan tema dan ada beberapa KD yang tidak tersajikan dalam buku teks Pamekar Diajar Basa Sunda.  AbstractThis study aimed to describe the speech teaching materials, their gradation, and their relevance in the textbook Pamekar Diajar Basa Sunda for students at every level of education. The book is based on the 2013 curriculum. The method used in this study is a qualitative research method. The data souce in this research is the Sundanese Language textbook Pamekar Taught Basa Sunda, based on 2013 curriculum, published by the Provincial Government of West Java. Textbook is an important part of education system that describe curriculum and become a guidebook for teachers in implementing the learning activities. Based on the results of research, teaching materials of speech at each education levels (the sixth grade elementary school, eighth grade of junior high school, and tenth grade of high school) have different structures. The speech teaching materials for elementary school have ten learning activities, for junior high school have five learning activities, for high school have five learning activities. Gradation of speech teaching materials about the teacher’s level of understanding was performed through questionnaire. There are 75% of elementary school teachers, 84% of junior high school teachers, and 73% of high school teachers understand the content of the speech teaching materials. For the relevance of the speech teaching materials, there are some activities that do not fit with the theme and there are some basic competencies that are not included in the textbook Pamekar Diajar Basa Sunda.

scholarly journals EFEKTIVITAS PELATIHAN GURU MELALUI PENDIDIKAN DAN LATIHAN PROFESI GURU

2019 ◽  
Vol 11 (3) ◽  
pp. 159-182
Author(s):  
Simon Sili Sabon
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary School Teachers ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
T Test ◽  
School Teachers ◽  
Paired Sample ◽  
Junior High School Teachers

AbstrakTujuan kajian ini adalah menganalisis efektivitas pelaksanaan program Pendidikan dan Latihan Profesi Guru apakah berhasil meningkatkan kompetensi guru, sehingga menjadi masukan bagi pembuat kebijakan dalam merancang pelatihan bagi guru di masa yang akan datang. Untuk mencapainya kajian ini akan: (i) mengidentifikasi kompetensi (pedagogik dan profesional) awal guru sebelum mengikuti program (ii) mengidentifikasi kompetensi akhir guru setelah mengikuti program, dan (iii) membandingkan kompetensi awal dan kompetensi akhir guru untuk menilai efektivitas program. Pendekatan kajian adalah kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder tentang nilai Uji Kompetensi Guru 2012 (kompetensi awal) dan Ujian Tulis Nasional 2013 (kompetensi akhir) yang diperoleh dari Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan. Data dianalisis dengan teknik statistik inferensial menggunakan uji perbedaan mean (paired sample t-test). Kajian menemukan bahwa sebelum mengikuti program, rerata nilai kompetnesi guru SD adalah 39,82 dan guru SMP adalah 52,44, sedangkan setelah mengikuti program rerata nilai kompetensi guru SD adalah 47,62 sedangkan guru SMP adalah 52,44. Kajian menyimpulkan bahwa (i) kompetensi pedagogik dan profesional guru-guru SD dan SMP masih sangat rendah karena rerata nilai UKG 2012 dan rerata nilai UTN 2013 masih jauh di bawah standar kelulusan yang ditetapkan untuk UKG 2012 yaitu minimal 70,0 dalam skala 1-100; (ii) hasil uji statistik perbedaan rerata UTN dan UKG menunjukkan bahwa PLPG ternyata efektif dalam meningkatkan kompetensi pedagogik dan profesional guru. AbstractThe purpose of this study is to analyze the effectiveness of the implementation of Teacher Professional Education And Training program whether the program is successful in increasing the competency of teachers, which can be an input for policy makers in designing training for teachers in the future. To achieve this purpose this study will: (i) identify the initial teacher’s competncies (pedagogic al and professional) before attending the program (ii) identify the final competencies of teachers after attending the program, and (iii) comparing the initial and final teacher’s competencies to assess the effectiveness of program. The approach of the study is quantitative. The data used in this study is the secondary data of UKG 2012 (as initial competencies) and UTN 2013 (as final competencies) obtained from the Directorate General of Teachers and Education Personnel The Ministry of Education and Culture. Data were analyzed by using inferential statistics, using test of mean difference (paired sample t-test). The study found that before participating in the program, the average score of the competencies of elementary school teachers was 39.82 and junior high school teachers were 52.44, while after joining the program the average competency value of elementary school teachers was 47.62 while junior high school teachers were 52.44. The study concludes that:(i) the pedagogic and professional competency of teachers of elementary and junior high school is still very low because the mean value of UKG 2012, and UTN 2013 is still far below the passing grade standards set for UKG 2012 that is at least 70.0 in the scale of 1-100; (ii) Statistical test of mean difference between UTN and UKG shows that PLPG is effective in improving pedagogic and professional competency of teachers.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals PENDAMPINGAN PEMBELAJARAN MODEL PBL BERBASIS CARING COMMUNITY DALAM MATEMATIKA SUB BAHASAN PERBANDINGAN BAGI GURU MATEMATIKA SMP IBRAHIMY 1 SUKOREJO SITUBONDO

2021 ◽  
Vol 3 (2) ◽  
pp. 167-192
Author(s):  
Moh. Atikurrahman ◽  
Mar’atus Sholehah
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Group Model ◽  
School Teachers ◽  
Caring Community ◽  
Planning Stage ◽  
Junior High School Teachers

The mentoring and training activities for junior high school teachers in the innovation of the Caring Community-based PBL learning model go through three stages, namely planning, implementation, and evaluation. At the planning stage, the process of identifying problems, making work plans (work plans), and classifying teaching practice tasks is carried out. There are 5 groups with the same target material. At the implementation stage, it consists of two stages; 1) training on caring community learning models with a student centered approach which includes group model class management techniques, learning media design. 2) mentoring the learning practices of junior high school teachers in the classroom based on the ability level group, group L, and group M. Evaluation activities are carried out at the end of the activity to make improvements to mistakes, teacher weaknesses in the process of implementing the learning model.

scholarly journals CHALLENGES ENCOUNTERED AND STRATEGIES EMPLOYED IN MANAGING STUDENTS’ BEHAVIOR OF JUNIOR HIGH SCHOOL TEACHERS OF A PRIVATE SCHOOL IN QUEZON PROVINCE

2019 ◽  
Author(s):  
GARRY LINGON
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Private School ◽  
Junior High ◽  
Code Of Conduct ◽  
School Teachers ◽  
School Policies ◽  
Statistical Tool ◽  
Junior High School Teachers

This study determined and analyzed the challenges encountered and strategies employed by Junior High School Teachers in managing the students' behavior, who were the respondents of the study, in a private school in Quezon Province that gave way to the creation of a Teachers' Guidebook on Managing the Students' Behavior as an output. The descriptive-evaluative method of research was used in the study together with the Weighted Arithmetic Mean (WAM) as the statistical tool. Further, a validated researcher-made instrument was used to gather the needed data in the study.<p> Based on the findings of the study, under the code of conduct related to discipline, the respondents revealed the challenges encountered in managing students' behavior. The statements that got the highest WAM rating were (1) Failure of students to wear their uniform in official activities held inside or outside the school; (2) Students forget their ID at Home; and, (3) Failure of the students to accomplish their excuse slip form. </p> <p> In addition, the code of conduct related to decorum, the following are some of the challenges encountered by the respondents: (1) Students do not maintain silence when no teacher is around; (2) Students fight with their classmates when they lose their temper; (3) Students disrespect the sacredness of the chapel by uttering nasty words inside the place; (4) Students ignore teacher’s instructions and do some foolishness with their friends; (5) Students disobey the rules and regulations of the school; (6) Students are buying foods even though it is not a break time; (7) Students fail to maintain silence inside the library; (8) Students do not observe silence while buying in the cafeteria; (9) Students do not participate in the mass instead they talk to their classmate; and, (10) Students talk with their classmate while flag ceremony is on-going. </p> <p> The findings of the study revealed that the orientation of the students was needed to familiarize the students on the rules and regulations implemented in the school and to consistently impose discipline. </p> <p> The following recommendations are made by the researcher: The students should understand fully the importance of following the school's rules and regulations by taking seriously the identified school policy on the code of conduct. The teachers should conduct an annual orientation/re-orientation program that emphasizes the findings of this research, and seriously consider more effective strategies to overcome problems on code of conduct and use the output of this study. The school administrators should issue a school memorandum requiring all teachers and school staff to strictly implement the school policies. The future researchers should make a study on the assessment of the quality of the school policies implemented in the private schools in Quezon Province.</p>

scholarly journals Stress Management Amidst of the Covid-19 Pandemic of Public Junior High School Teachers in Selected High School of Aborlan North District

2021 ◽  
Vol 3 (5) ◽  
pp. 39-53
Author(s):  
Eliza Panis
Keyword(s):  
High School ◽  
High Schools ◽  
Stress Management ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
High Stress ◽  
Survey Method ◽  
School Teachers ◽  
Junior High School Teachers

This study was conducted from February 2021 to March 2021 to determine the stress management amidst the covid - 19 pandemics of the junior high school teachers in selected high schools of Aborlan North. The descriptive research design, specifically the survey method, was used in this study. Data were gathered through survey questionnaires. A total of 39 permanent teachers were enumerated from the selected high schools as the respondents of the study. The result showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 11.3 years and almost three fourth (74.4%) of them were Secondary School Teacher I with a mean teaching load of 26.4 hours per week. The perceived sources of stress such as work, family, personal, and environmental were considered distinctly part of the respondents’ lives. The level of perceived stress of the respondents was noted to be “high stress”. The activities engaged in very often to manage stress by a majority of the respondents were walking, praying, attending church/religious service, planting, gardening, and watering plants, washing domes, cooking/baking, evaluating oneself, watching the news, watching entertainment programs, watching “teledramas”, “telenovelas”, listening to music, texting, going to the internet, and talking with a family member.

Sign in / Sign up

Export Citation Format

Share Document