scholarly journals Learning Innovation Management on Effective Classes at SMPIT Cordova Samarinda

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 225-236
Author(s):  
Zaenab Hanim ◽  
Masyni Masyni ◽  
Rahmad Soe`oed ◽  
Siti Nor Asiah
Keyword(s):  
Time Allocation ◽  
Innovation Management ◽  
Day School ◽  
Effective Learning ◽  
Teacher Qualification ◽  
Teachers And Students ◽  
Research Findings ◽  
Management Functions ◽  
Effective Output

The research is intended to find out (1) the concept of learning innovation, (2) the implementation of learning innovation management functions, (3) the implication of learning innovation management, and (4) obstacles and solutions of the implementation of learning innovation management at effective classes at Integrated Islamic Secondary School (SMPIT) Cordova Samarinda. This research used a qualitative approach with case study and the data was collected through deep interview, observation and documentation. The informans of the research are the head and his vice of the foundation, coordinator of the effective classes, teachers and students. The data was analysed by using descriptive technique. For the research findings, it was  found that (1) the concept of learning innovation for effective classes is built through middle input with an effective learning process and produces an effective output; (2) the implementation of learning innovation management functions of effective classes was carried out through planning design by determining input sellection standard, an effective process standard, an effective output standard, learning innovation organization through enriched curriculum, time allocation, teachers’ roles and duties, learning  sources,  learning innovation  through moving class, a standardized teachers, IT-based management, full day school program, and  three evaluations of learning innovation, namely test and non-test with mastery learning standard, and high competition class assessment; (3) the implication of learning innovation management covers integrated learning management system, better teacher qualification standard, and increase school reputation; and (4) obstacles and solution disrupt the implementation of learning innovation management of effective classes at SMPIT Cordova Samarinda.

scholarly journals Internalisasi Nilai Budaya Madrasah sebagai Sarana Penguatan Pendidikan Karakter di MTsN 2 Banyuwangi

2021 ◽  
Vol 2 (1) ◽  
pp. 53-68
Author(s):  
Irma Agustiana ◽  
Gilang Hasbi Asshidiqi
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Case Study Research ◽  
Research Approach ◽  
Research Subjects ◽  
Data Presentation ◽  
Teachers And Students ◽  
Collection Data ◽  
Research Findings

Education is an instrument to shape and improve human character for the better. One form of strengthening character education is through madrasa culture. This study aims to determine the application of madrasa culture at MTsN 2 Banyuwangi as a means of strengthening student character education. It was initiated by the problem of moral degradation that is happening at this time, so that madrasa culture is seen as an effort to prevent moral degradation. This study uses a qualitative research approach with case study research methods. With research subjects the head of administration, teachers, and students of MTsN 2 Banyuwangi. Data was collected by using interview, observation, and documentation techniques. The data that has been collected is then analyzed using induction techniques, namely data collection, data reduction, data presentation, and drawing conclusions to produce in-depth and comprehensive research findings. From this research, it can be seen that madrasa culture has been implemented and has become an inseparable part of MTsN 2 Banyuwangi which contributes to strengthening character education.Pendidikan merupakan instrumen untuk membentuk dan memperbaiki karakter manusia menjadi lebih baik. Salah satu bentuk dari penguatan pendidikan karakter adalah melalui budaya madrasah. Penelitian ini bertujuan untuk mengetahui penerapan budaya madrasah di MTsN 2 Banyuwangi sebagai sarana penguatan pendidikan karakter siswa. Hal itu diawali oleh permasalahan degradasi moral yang terjadi pada saat ini, sehingga budaya madrasah dipandang sebagai sebuah upaya untuk mencegah terjadinya degradasi moral. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan metode penelitian studi kasus. Dengan subjek penelitian kepala tata usaha, guru, dan siswa MTsN 2 Banyuwangi. Pengumpulan data dilakukan dengan teknik wawancara, observasi, dan dokumentasi. Data yang telah terkumpul kemudian analisis dengan teknik induksi yakni pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan sehingga menghasilkan temuan penelitian mendalam dan menyeluruh. Dari penelitian ini dapat diketahui bahwa budaya madrasah telah diterapkan dan menjadi bagian yang tidak terpisahkan di MTsN 2 Banyuwangi yang turut berkontribusi dalam penguatan pendidikan karakter.

scholarly journals Error Correction in the Intensive Reading Class of English Majors

2017 ◽  
Vol 7 (4) ◽  
pp. 66
Author(s):  
Lei Zhu
Keyword(s):  
Error Correction ◽  
Corrective Feedback ◽  
Case Study Approach ◽  
Study Approach ◽  
Teachers And Students ◽  
Research Findings ◽  
Similarities And Differences ◽  
Teachers Attitudes ◽  
Intensive Reading

This study explores similarities and differences of students’ and teachers’ attitudes toward corrective feedback in ESL teaching in terms of feedback efficacy and participant’s perception of the feedback. Taking an empirical case study approach, the researcher followed closely six English teachers and two classes of English juniors. Questionnaires for both teachers and students and interviews with them respectively are the source of data. The research findings indicate that students are more confident about error correction than teachers. Subsequently, the direct corrective feedback seems to be more effective than indirect ones. And their attitudes about strategies seem to be a more decisive factor that influences the effectiveness of these strategies, because the strategy of negotiation of form, on which the students and the teachers hold the same attitude, enjoys the highest degree of students’ perception.

scholarly journals KEPEMIMPINAN KEPALA MADRASAH DALAM MEWUJUDKAN PEMBELAJARAN EFEKTIF DI MADRASAH IBTIDAIYYAH RAHMAH EL YUNUSIYYAH DINIYYAH PUTERI PADANG PANJANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Emi Ratna Aprilana ◽  
Muhammad Kristiawan ◽  
Hafulyon Hafulyon
Keyword(s):  
Primary School ◽  
Technical Skills ◽  
Effective Learning ◽  
School Based ◽  
Teachers And Students ◽  
Human Skills ◽  
Conceptual Skills ◽  
Character Building ◽  
Good Attitude

<p><strong><em>Abstract</em></strong><em>: This study was aimed at describing the headmaster’ leadership of Islamic Primary School Rahmah El Yunusiyyah in applying effective learning. The informants of this study were sectional leader of education, headmaster, teachers, staffs, parents and students. This study applied qualitative case study. The headmaster’s leadership of Islamic Primary School Rahmah El Yunusiyyah produced many achievements. The effective learning was done in order to produce students’ good attitude and achievement. The headmaster’s leadership was seen good, because his caring on developing teachers and students’ participation. The headmaster applied </em>1) <em>technical skills</em>; 2) <em>human skills</em>; and 3) <em>conceptual skills on his leadership. The headmaster suggested the teachers to use Curriculum 2013 and School Based Curriculum by using domain approach. The domain approach tend to grow the project based character building in order to empower students’ understanding. The school was also did learning by using environment and earth. </em></p><p><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengetahui kepemimpinan Kepala Madrasah dalam mewujudkan pembelajaran efektif di Madrasah Ibtidaiyyah Rahmah El Yunusiyyah. Partisipan dalam penelitian ini adalah semua Kasi Pendidikan Madrasah, Kepala Madrasah, tenaga pendidik dan kependidikan, orang tua siswa, dan siswa. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian ini mengungkapkan bahwa kepemimpinan Kepala Madrasah telah menghasilkan prestasi-prestasi gemilang. Pembelajaran efektif dilaksanakan dengan menghasilkan peserta didik yang berakhlak mulia dan berprestasi. Kepemimpinan Kepala MI REY dinilai baik, karena kepedulian Kepala MI REY dalam mengembangkan kemampuan partisipatif guru dan siswa. Kepala MI REY berusaha memenuhi sarana prasarana untuk kelancaran pembelajaran. Kepala MI REY telah menerapkan 1) <em>technical skills</em>; 2) <em>human skills</em>; dan 3) <em>conceptual skills. </em>Kepala MI REY mengharuskan guru menggunakan Kurikulum 2013 dan KTSP dengan Pendekatan Domain. Pendekatan domain menitikberatkan pada<em>.</em>penanaman nilai karakter siswa program unggulan pembelajaran efektif berbasis proyek, yang bertujuan untuk menguatkan pemahaman peserta didik dengan materi yang diberikan. Selain itu MI REY melaksanakan pembelajaran dengan lingkungan dan alam.</p>

scholarly journals KEPEMIMPINAN KEPALA MADRASAH DALAM MEWUJUDKAN PEMBELAJARAN EFEKTIF DI MADRASAH IBTIDAIYYAH RAHMAH EL YUNUSIYYAH DINIYYAH PUTERI PADANG PANJANG

2020 ◽  
Author(s):  
Muhammad Kristiawan
Keyword(s):  
Primary School ◽  
Qualitative Case Study ◽  
Effective Learning ◽  
School Based ◽  
Teachers And Students ◽  
Human Skills ◽  
Conceptual Skills ◽  
Character Building ◽  
Good Attitude

This study was aimed at describing the headmaster’ leadership of Islamic Primary School Rahmah El Yunusiyyah in applying effective learning. The subjects were sectional leader of education, headmaster, teachers, staffs, parents and students. This study applied qualitative case study. The headmaster’s leadership of Islamic Primary School Rahmah El Yunusiyyah produced many achievements. The effective learning was done in order to produce students’ good attitude and achievement. The headmaster’s leadership was seen good, because his caring on developing teachers and students’ participation. The headmaster applied 1) technical skills; 2) human skills; and 3) conceptual skills on his leadership. The headmaster suggested the teachers to use Curriculum 2013 and School Based Curriculum by using domain approach. The domain approach tend to grow the project based character building in order to empower students’ understanding. The school was also did learning by using environment and earth.

scholarly journals Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills

2016 ◽  
Vol 6 (2) ◽  
pp. 25
Author(s):  
Hazri Jamil ◽  
Rohani Arbaa ◽  
Mohamad Zohir Ahmad
Keyword(s):  
Local Knowledge ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Thinking Skills ◽  
Positive Interaction ◽  
Student Centered ◽  
Teachers And Students ◽  
Research Findings

This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students’ thinking skills via observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.

scholarly journals EFL Teachers and Students' Perceptions of Enacting "Teacher-in-role"

2018 ◽  
Author(s):  
Sitti Fatimah
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Student Collaboration ◽  
Teacher Student ◽  
Efl Teacher ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Research Findings ◽  
Teaching Learning

Teacher-in-role is an element of process drama used in teaching learning processes. This article reports on research findings about EFL teacher and student participants’ perceptions of teacher-in-role after the implementation of ‘Mantle of the Expert’ (MoE), a drama-based teaching approach, in Indonesian high schools. The findings demonstrate positive impacts on students and teachers’ experiences during English instruction. Through a multi-case study I discovered that the teachers who took on a role (teacher-in-role) expressed excitement and indicated a new nuance in their teaching practices. I also found that the majority of students from two groups enjoyed teacher-in-role and viewed it as the technique to promote teaching and learning process as revealed in their responses to questionnaire. Despite few teacher-in-role trials conducted during the MoE implementation, both teacher and student participants preferred that this teacher-student collaboration in teaching and learning processes should be more frequently practiced.

BASIC LITERACY SKILLS THROUGH THE SCHOOL LITERACY MOVEMENT (GLS) AT SDN 6 PEKANBARU

2020 ◽  
Vol 4 (3) ◽  
pp. 499
Author(s):  
Dewi Dewi ◽  
Zariul Antosa
Keyword(s):  
Qualitative Research ◽  
Literacy Skills ◽  
Daily Activities ◽  
Good Level ◽  
Vocabulary Comprehension ◽  
Comprehension Ability ◽  
Teachers And Students ◽  
Research Findings ◽  
Literacy Ability ◽  
The Government

The School Literacy Movement (GLS) is a policy issued by the government to overcome the problem of education and improve the basic literacy abilities of students. SDN 6 Pekanbaru is one of the schools that has implemented GLS at the familiarization stage well. Therefore, this study aims to determine the basic literacy skills of students in low classes through the implementation of GLS in SDN 6 Pekanbaru. This study used qualitative research conducted through observation and interviews about the implementation of GLS and students’ basic literacy skills with teachers and students in classes I and II. The results showed that GLS was able to improve the phonetic abilities of students by achieving a very good level of the ability to read and pronounce combinations of letters. The increase of students' vocabulary comprehension ability was seen where most students were able to know the meaning of words and retell the contents of books with theme daily activities. From the research findings, it was concluded that GLS improved the basic literacy ability of low-class students at SDN 6 Pekanbaru.

The Effects of Teaching Reflection Diaries on In-Service High School Teachers in Japan

Relay Journal ◽  
2020 ◽  
pp. 80-99
Author(s):  
Naoya Shibata
Keyword(s):  
High School ◽  
High School Teachers ◽  
Illustrative Case ◽  
Teaching Beliefs ◽  
Experienced Teacher ◽  
Female Teachers ◽  
Self Confidence ◽  
Research Findings ◽  
Illustrative Case Study

Although teaching reflection diaries (TRDs) are prevalent tools for teacher training, TRDs are rarely used in Japanese secondary educational settings. In order to delve into the effects of TRDs on teaching development, this illustrative case study was conducted with two female teachers (one novice, and one experienced) at a Japanese private senior high school. The research findings demonstrated that both in-service teachers perceived TRDs as beneficial tools for understanding their strengths and weaknesses. TRDs and class observations illustrated that the novice teacher raised their self-confidence in teaching and gradually changed their teaching activities. On the other hand, the experienced teacher held firm teaching beliefs based on their successful teaching experiences and were sometimes less willing to experiment with different approaches. However, they changed their teaching approaches when they lost balance between their class preparation and other duties. Accordingly, although teachers’ firm beliefs and successful experiences may sometimes become possible hindrances from using TRDs effectively, TRDs can be useful tools to train and help teachers realise their strengths and weaknesses.

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