TRABAJO AUTÓNOMO Y EL DESEMPEÑO ACADÉMICO EN LA CARRERA DE EDUCACIÓN BÁSICA.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Carlota Ordoñez Villao ◽  
Margot García Espinoza
Keyword(s):  
Basic Education ◽  
State University ◽  
Academic Activities ◽  
Palabras Clave ◽  
Students Attitudes ◽  
Faculty Of Education ◽  
Education Academic ◽  
Teaching Learning ◽  
Santa Elena

En esta investigación se analiza la importancia del trabajo autónomo (T.A) como factor determinante del proceso de enseñanza aprendizaje en el aula de clases. El estudio se sitúa en la Universidad Estatal Península de Santa Elena, Facultad de Ciencias de la Educación, Carrera de Educación Básica, período 2012-2013. Se ha utilizado la observación y descripción para evaluar las características académicas de los estudiantes; la encuesta a 143 miembros del cuerpo académico, permite concluir que para mejorar la calidad educativa se requiere contar con estrategias para el logro del aprendizaje autorregulado, revelando además, que en su mayoría, los educandos no organizan de manera adecuada sus actividades académicas. Entre los factores que afectan este sistema se pueden identificar costumbres y actitudes predominantes ante la modalidad de T. A. De igual manera se concluye con la implementación de una guía académica para desarrollar un aprendizaje de calidad, donde se insertan, estrategias, técnicas y bitácoras, que faciliten el proceso de apropiación y optimización del conocimiento.   Palabras clave: Trabajo Autónomo, Educación Básica, Guía Académica.   ABSTRACT   This research examines the importance of autonomous work as a determinant of teaching-learning process in the classroom. The study was conducted at the State University of Santa Elena Peninsula, Faculty of Education Basic Education Career, during the years 2012 and 2013. The academic performance of the students has been assessed using observation and description. A survey conducted to 143 faculty members reveals that in order to improve the quality of education, self-regulated strategies should be implemented. Additionally, the findings suggest that the majority of learners do not properly organize their academic activities. Factors that affect this system can be identified as predominant forms of study habits and the students’ attitudes toward autonomous work. Similarly, it can be concluded that the implementation of an academic guide might improve the quality of learning. Such academic guide could include strategies, techniques and blogs that help to optimize the process of gaining knowledge.   Key words: Autonomous work, Basic Education, Academic Guide.   Recibido: noviembre 2014Aprobado: enero 2015

scholarly journals LOS ESTILOS DE APRENDIZAJE: UNA APROXIMACIÓN EN DOCENTES DE EDUCACIÓN BÁSICA EN LAS ESCUELAS DE LA PROVINCIA DE SANTA ELENA.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Carlos Cañedo Iglesias ◽  
María Caridad Mederos Machado ◽  
Gina Parrales Loor ◽  
Yuri Ruiz Rabasco
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Inclusive Education ◽  
Basic Education ◽  
State University ◽  
Pedagogical Strategies ◽  
Palabras Clave ◽  
Education School ◽  
Santa Elena ◽  
Internalizing And Externalizing

Este trabajo tiene como objetivos conceptualizar el aprendizaje verdaderamente desarrollador y cómo transcurren esos procesos de internalización y externalización, también pretende compartir los resultados de una evaluación utilizando el cuestionario Money – Alonso de estilos de aprendizaje que se realizó con 180 docentes de educación básica de la provincia de Santa Elena. De acuerdo con los resultados obtenidos, se observa, en forma general, que los docentes utilizan un estilo de aprendizaje reflexivo, seguido de los que tienden al estilo activo. Son menos los que evidencian un estilo pragmático y teórico, esta metodología empleada permitió conocer y diagnosticar los estilos de aprendizaje que poseen los profesores que se desempeñan en las escuelas del territorio peninsular y constituye  una de las acciones científicas del proyecto de investigación “Estrategias Pedagógicas para lograr una educación inclusiva en las instituciones de Educación Básica en la provincia de Santa Elena, que se desarrolla en la Universidad Estatal Península de Santa Elena Ecuador. Palabras Clave: Estilos de aprendizaje, educación básica, aprendizaje desarrollador. ABSTRACT The objective of this work is to conceptualize learning as a truly developer and how these processes of internalizing and externalizing behave, it also pretends to share the results of an assessment using the Money-Alonso questionnaire of learning styles applied to 180 basic education teachers in the Province of Santa Elena.  According to the obtained results, it is generally observed, that teachers use the reflexive learning style, followed by those who use the active learning style.  A few of them use a pragmatic and theoretical style, this methodology made it possible to know and diagnose the learning styles of teachers at the schools of the peninsula and becomes one of the scientific actions of this research project “Pedagogical Strategies to achieve an inclusive education in the Basic Education school in the Province of Santa Elena, developed by the Peninsula of Santa Elena State University.   Keywords: Learning styles, basic education, developing learning   Recibido: septiembre de 2015Aprobado: noviembre de 2015

scholarly journals Representações do conceito de Ecologia: análise de livros didáticos e concepção de alunos de Ciencias Biológicas

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Liduina Lima Pires Barbosa ◽  
Andréa Pereira Silveira
Keyword(s):  
Biological Sciences ◽  
University Students ◽  
Primary Schools ◽  
Basic Education ◽  
Point Of View ◽  
State University ◽  
Environmental Sciences ◽  
Biology Students ◽  
Faculty Of Education ◽  
Definition Of

Resumo: A Ecologia é uma ciência que possui diferentes definições, sendo as mais utilizadas as de Haeckel e Krebs, contrastantes do ponto de vista temporal e conceitual. Por isso propomos: i) registrar as definições de Ecologia presentes nos livros didáticos utilizados na Universidade Estadual do Ceará, Faculdade de Educação de Itapipoca UECE/FACEDI e nas escolas do ensino básico de Itapipoca-Ceará e ii) acessar as representações do termo Ecologia partilhada pelos discentes de Biologia da FACEDI que já cursaram as disciplinas de Ecologia e aqueles que ainda não as cursaram. Com uma abordagem quanti-qualitativa descritiva documental, analisamos 35 livros, 15 universitários e 20 livros do ensino básico. Para verificar quais conceitos são compreendidos pelos licenciandos utilizamos um questionário, respondido por 97 estudantes universitários e analisado pelo método de análise conteúdo. Registramos que a maioria dos livros (27) trazia apenas a definição de Haeckel e utilizavam o termo Ecologia como sinônimo de Ciências Ambientais; apenas sete livros traziam as duas definições e um trazia apenas o conceito de Krebs. Esses dados demonstram que a definição de Krebs é menos difundida do que a de Haeckel, e isso se soma a uma limitação conceitual ao considerar Ecologia como sinônimo de Ciências Ambientais, embora ambas tenham escopo distintos. Registramos também que as percepções de Ecologia partilhada pelos alunos estão mais próximas da definição de Haeckel. Concluímos que a inconsistência conceitual amplamente difundida nos livros didáticos é também partilhada pelos alunos, especialmente aqueles que ainda não cursaram as disciplinas de Ecologia.Palavras-Chave: Ensino de Ecologia. Transposição Didática. Haeckel. Krebs.  REPRESENTATIONS OF THE CONCEPT OF ECOLOGY: ANALYSIS OF DIDACTIC BOOKS AND CONCEPTION OF STUDENTS OF BIOLOGICAL SCIENCES Abstract: Ecology is a science that has different definitions the most used are those of Haeckel and Krebs, contrasting from a temporal and conceptual point of view. Therefore, we propose to: i) record the definitions of ecology present in the textbooks used at the State University of Ceara, the Faculty of Education of Itapipoca UECE/FACEDI and at the primary schools of Itapipoca-Ceara and ii) access the representations of the term Shared Ecology by the FACEDI Biology students who have already studied Ecology and those who have not yet studied them. With a descriptive quantitative-qualitative approach, we analyzed 35 books, 15 university students and 20 books of basic education. To verify which concepts are understood by the licensees we use a questionnaire, answered by 97 university students and analyzed by the content analysis method. We note that most of the books (27) contained only Haeckel's definition and used the term Ecology as synonymous with Environmental Sciences; Only seven books had the two definitions and only one contains only Krebs. These data demonstrate that the definition of Krebs is less widespread than that of Haeckel, and this adds to a conceptual limitation when considering Ecology as synonymous with Environmental Sciences, although both have a different scope. We also note that the perceptions of Ecology shared by students are closer to Haeckel's definition. We conclude that the conceptual inconsistency widely diffused in textbooks is also shared by the students, especially those who have not yet studied the subjects of Ecology.Keywords: Teaching Ecology. Didactic Transposition. Haeckel. Krebs.

scholarly journals Avaliação institucional e projeto político-pedagógico: dois lados de uma mesma moeda

2017 ◽  
Vol 28 (67) ◽  
pp. 32
Author(s):  
Patrícia Cristina Albieri de Almeida ◽  
Gisela Lobo B. P. Tartuce
Keyword(s):  
Basic Education ◽  
Education Quality ◽  
Quality Of Education ◽  
Institutional Assessment ◽  
Palabras Clave ◽  
Political Project ◽  
Two Sides

<p>Este artigo pretende analisar a articulação entre avaliação institucional (AVI) e projeto político-pedagógico (PPP), a partir de projeto realizado em um município brasileiro, onde uma amostra de escolas desenvolveu um processo de avaliação institucional com vistas a reelaborar seu PPP. Buscou-se analisar se e como as escolas utilizaram os dados provenientes dessa avaliação para reformular seus projetos pedagógicos. O texto traz uma reflexão a respeito dos princípios que norteiam e perpassam os dois processos, para se pensar sobre a razão de existirem tantas dificuldades para desenvolvê-los, bem como sobre suas possibilidades.</p><p><strong>Palavras-chave:</strong> Avaliação Institucional; Projeto Político-Pedagógico; Educação Básica; Qualidade do Ensino.</p><p> </p><p><em><strong>Evaluación institucional y proyecto político-pedagógico: dos caras de una misma moneda</strong></em></p><p><em>Este artículo pretende analizar la articulación entre evaluación institucional (AVI) y proyecto político-pedagógico (PPP), a partir de un proyecto realizado en un municipio brasileño, donde una muestra de escuelas desarrolló un proceso de evaluación institucional con miras a reelaborar su PPP. Se trató de analizar si y cómo las escuelas utilizaron los datos provenientes de tal evaluación para reformular sus proyectos pedagógicos. El texto reflexiona sobre los principios que orientan y permean los dos procesos, para pensar sobre el motivo de que existan tantas dificultades para desarrollarlos, así como sobre sus posibilidades.</em></p><p><em><strong>Palabras clave:</strong> Evaluación Institucional; Proyecto Político-Pedagógico; Educación Básica; Calidad de La Enseñanza.</em></p><p><em> </em></p><p><em><strong>Institutional assessment and pedagogical political project: two sides of the same coin</strong></em></p><p><em>This article intends to analyze the articulation between institutional assessment (IAS) and pedagogical political project (PPP) based on a project conducted in a Brazilian municipality. It involved a sample of schools that developed a process for institutional assessment, in order to re-shape their PPP. We sought to examine whether and how these schools used the data from this assessment to reformulate their pedagogic projects. The text brings a reflection about the principles that guide and surpass the two processes. It aims both to evaluate the reason why it is so difficult to develop them and what their possibilities are.</em></p><p><em><strong>Keywords:</strong> Institutional Assessment; Pedagogical Political Project; Basic Education; Quality of Education.</em></p>

scholarly journals MODELO METODOLÓGICO DE VISITAS A CLASES HACIA LA MATERIALIZACIÓN DE INTEGRACIÓN DE CONTENIDOS

2018 ◽  
Vol 3 (3) ◽  
pp. 55
Author(s):  
Pedro Manuel Gómez Ávila ◽  
Adis Nilda Cutiño Ocaña ◽  
José Antonio Leyva Regalón
Keyword(s):  
Educational Process ◽  
Teaching Staff ◽  
First Year ◽  
Computer Engineering ◽  
Content Integration ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The University ◽  
Academic Content

Es un reto de los educadores del colectivo docente de primer año de la carrera de Ingeniería Informática de la Universidad de Granma perfeccionar el proceso docente-educativo, a partir de que se revelan insuficientes nexos y relaciones entre las disciplinas y asignaturas del currículo de primer año, que hace que no se aprovechen adecuadamente los conocimientos previos para potenciar nuevos conocimientos de forma integrada. Por tanto, esta investigación tiene como fin elaborar un modelo metodológico de visitas a clases hacia la materialización de integración de contenidos en el proceso formativo. Es un modelo, quefacilita el problema de la integración de los contenidos académicos y proporciona una mejor contribución a la contextualización del contenido y a la calidad de los resultados en el proceso de enseñanza aprendizaje. PALABRAS CLAVE: Proceso formativo; integración de contenidos; proceso interdisciplinar; contextualización de contenidos. METHODOLOGICAL MODEL OF VISITS TO CLASSES TO THE MATERIALIZATION OF INTEGRATION OF CONTENTS ABSTRACT It is a challenge for educators teaching staff first year of the Computer Engineering degree from the University of Granma improve the educational process, from that insufficient linkages and relationships between disciplines and subjects in the curriculum of the year are revealed, which makes no prior knowledge properly exploit new knowledge to enhance an integrated manner. Therefore, this research aims to develop a methodological model of class visits towards the materialization of content integration in the training process. It is a model that facilitates the problem of the integration of academic content and provides a better contribution to the contextualization of the content and the quality of the results in the teaching-learning process. KEYWORDS: Formative process; contents integration; interdisciplinary process; contents contextualization.

scholarly journals The Influence of Online Games Against the Development of Student Cadre of the Faculty of Education, Makassar State University

2020 ◽  
Vol 8 ◽  
Author(s):  
Muh Nur Ikhsan Hidayat
Keyword(s):  
Student Affairs ◽  
Online Games ◽  
State University ◽  
Communication Tool ◽  
Productive Activities ◽  
Academic Activities ◽  
Negative Impacts ◽  
Faculty Of Education

Today's development has created a communication tool that is truly sophisticated that can be used to play games anywhere, what more can facilitate many groups in carrying out activities especially students in academic or non-academic activities (Student Affairs). But of course there are negative impacts on the game itself can specifically interfere with psychological, cognitive, and less productive activities when consuming excessive games.

scholarly journals GAMIFICACIÓN: ESTRATEGIA DIDÁCTICA MOTIVADORA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DEL PRIMER GRADO DE EDUCACIÓN BÁSICA

2020 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Carola Katherine Aguilera Meza ◽  
Carlina Patricia Santos Loor ◽  
Bernardita Agustina Pinargote Párraga ◽  
José Ricardo Erazo Delgado
Keyword(s):  
Information And Communication Technologies ◽  
Basic Education ◽  
Communication Technologies ◽  
First Grade ◽  
Curriculum Planning ◽  
Palabras Clave ◽  
The Social ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nativos Digitales

En la actualidad las tecnologías han ganado terreno en el ámbito social, familiar, profesional, y pedagógico.  Por su importancia y aporte en el desarrollo de las ciencias, se hace imprescindible el planteamiento de estrategias que involucren el uso de las tecnologías, que estén a la vanguardia de las exigencias que la educación y los estudiantes de hoy, conocidos como nativos digitales lo requieren, sin embargo estos recursos no se aplican adecuadamente en los salones de clases.  El objetivo de este estudio fue diseñar una experiencia de motivación gamificada en el proceso de enseñanza-aprendizaje, a través de una propuesta de innovación puesta en marcha con una muestra de veinticinco niños y niñas del primer grado, mediante la aplicación de recursos tecnológicos como tablet, laptop, proyector e internet; aplicaciones móviles “Class Dojo” y “Series Lógicas de Lucas” para trabajar el ámbito lógico matemático, realizadas en tres sesiones de clases (inicio, desarrollo y aplicación).   La metodología estuvo basada en un paradigma cualitativo, que abordó categorías como: gamificación y sus elementos, evaluación gamificada y procesos motivacionales; apoyado en técnicas de observación y entrevista.  Una vez ejecutadas las sesiones, se evaluaron a los estudiantes con una rúbrica diseñada para este propósito. Los resultados alcanzados demostraron que el 84% de los niños lograron cumplir con los objetivos propuestos en las tareas realizadas, desarrollaron destrezas lógicas matemáticas mediante la resolución de problemas.  Esta investigación permite incentivar al docente, incorporar herramientas tecnológicas dentro de la planificación curricular, ya que los estudiantes viven inmersos en una sociedad digital. PALABRAS CLAVE: Gamificación; tecnologías de la información y comunicación; creatividad; motivación; enseñanza-aprendizaje. GAMIFICATION AS A DIDACTIC STRATEGY IN THE TEACHING OF FIRST GRADE STUDENTS IN BASIC EDUCATION ABSTRACT Currently, technologies have gained ground in the social, family, professional, and pedagogical fields. Because of its importance and contribution in the development of science, it is essential to consider strategies that involve the use of technologies, which are at the forefront of the demands that education and students today, known as digital natives require, however, these resources are not properly applied in classrooms. The objective of this study was to design a gamified motivation experience in the teaching-learning process, through an innovation proposal launched with a sample of twenty-five first-grade children, through the application of technological resources such as tablets, laptop, projector and internet; “Class Dojo” and “Lucas Logic Series” mobile applications to work the mathematical logical field, carried out in three class sessions (start, development and application). The methodology was based on a qualitative paradigm, which addressed categories such as: gamification and its elements, gamified evaluation and motivational processes; supported by observation and interview techniques. Once the sessions were executed, students were evaluated with a rubric designed for this purpose. The results achieved showed that 84% of the children were able to meet the objectives proposed in the tasks performed, developed mathematical logical skills through problem solving. This research allows the teacher to be encouraged to incorporate technological tools into curriculum planning, since students live immersed in a digital society. KEYWORDS: Gamification; information and communication technologies; creativity; motivation; teaching-learning.

scholarly journals EVALUACIÓN DEL NIVEL DE INGLÉS DE LOS ESTUDIANTES EGRESADOS DEL TERCER AÑO DE BACHILLERATO DE LOS COLEGIOS FISCALES DE LA PROVINCIA DE SANTA ELENA

2018 ◽  
Vol 6 (1) ◽  
pp. 162-169
Author(s):  
Sara González Reyes ◽  
Sandra Caamaño López ◽  
Jeannette Cevallos Alcívar ◽  
Xavier Almeida Briones
Keyword(s):  
Public Schools ◽  
English Language ◽  
Lower Percentage ◽  
Listening Skills ◽  
Area Of Interest ◽  
Listening Skill ◽  
Palabras Clave ◽  
Level Of Knowledge ◽  
Teaching Learning ◽  
Santa Elena

El presente artículo explora las condiciones y el nivel de conocimientos del idioma inglés de los estudiantes egresados del tercer año de bachillerato de los colegios públicos de la provincia de Santa Elena; el campo de interés está centrado en el conocimiento  de esta lengua y el manejo  de la habilidades de lectura (reading)  y habilidad auditiva (listening), así como  el uso de la gramática, las metodologías ,estrategias, y recursos didácticos  aplicados por los docentes en el proceso de enseñanza- aprendizaje. Se aplicaron métodos como el exploratorio, descriptivo y cuantitativo; así como técnicas de investigación específicas y de campo para la recopilación de la información que permitió conocer las falencias de los estudiantes con el idioma inglés. En la identificación de las causales, la investigación demostró que los estudiantes presentaban un menor nivel de conocimientos y práctica en la habilidad auditiva (listening), un menor porcentaje exteriorizó un desinterés en aprender el idioma de la misma manera se identificó que los docentes poseen poco conocimiento y preparación en el dominio de inglés y de los recursos didácticos tecnológicos. Los resultados permitieron establecer recomendaciones y buscar alternativas para corregir las falencias y nivelar los conocimientos de los estudiantes. Palabras clave: Evaluación, proceso de enseñanza-aprendizaje, nivel de conocimientos de inglés, habilidades ABSTRACT   This article explores the conditions and level of knowledge of the English students of the third year bachillerato at Public schools from the province of Santa Elena, the area of interest is focused on the knowledge of this language and the management of the Reading and Listening skills, as well as the use of grammar, methodologies, strategies and didactic resources applied by teachers in the teaching-learning process. Specific research methods and techniques such as the descriptive, quantitative and field were applied in order to collect the information that allowed to determine the difficulties of the students with the English language. In the identification of the causes, it was verified that the students have presented a deeper difficulty with the listening skill, and a lower percentage exteriorized a lack of interest in learning the language. On the other hand, it was also identified that teachers have poor knowledge about how to use technological and didactic resources, as well as not enough knowledge and preparation in the mastery of English. The results allowed to establish recommendations and look for alternatives to correct the failures and level the knowledge of the students.  

scholarly journals Perception of Colombian Students from a Bachelor in Basic Education with Emphasis on Arts, about the Educational Quality of the Program They Study

2017 ◽  
Vol 11 (1) ◽  
pp. 100
Author(s):  
Segura-Escobar Aldemar ◽  
Lopez-Vega Alfonso
Keyword(s):  
Basic Education ◽  
Cultural Development ◽  
Survey Method ◽  
Ministry Of Education ◽  
Academic Quality ◽  
Qualified Teachers ◽  
Academic Management ◽  
Analysis Design ◽  
Students Attitudes

This article presents the results of a study about the attitudes by the learners from a bachelor in basic education with emphasis on arts, in Colombia, regarding the quality of academic management of this program. The importance of this study appears considers that its results will be useful to contrast the agreement or disagreement between the components of the management of quality, declared by bachelor programs, and recognized by the National Ministry of Education, and valued as satisfactory, based on the students’ attitudes. All this will result in the development of analysis, design and execution of strategies which make possible the survival of the bachelor program, in an environment of governmental requirements on management of academic quality, and demands by the learners, which were not explicit before. The development of this project followed the survey method, with application of a questionnaire with the Likert’s scale, with 20 variables and 7 assessment items. The population consisted of 380 students who were registered in the second semester of 2017, and the sample, not representative and selected with convenience, was of 33 learners. The results show satisfactory variables such as 1) contribution on social, political and cultural development; 2) existence of teaching criterion of artistic languages; 3) commitment to the training of qualified teachers; and 4) interdisciplinary nature. The other variables were valued as unsatisfactory. Of the total number of students surveyed, 39.4% demonstrates an attitude of recognition of the bachelor as a program with academic quality; and a 60.6% has an explicit attitude of non-recognition.

scholarly journals STUDENTS' UNDERSTANDING AND ATTITUDES TOWARDS SCHOOL-BASED MANAGEMENT FACULTY OF SCIENCE EDUCATION MAKASSAR STATE UNIVERSITY

Conciencia ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 129-135
Author(s):  
Ermi Sola
Keyword(s):  
Educational Administration ◽  
Total Population ◽  
Sampling Technique ◽  
Research Data ◽  
State University ◽  
School Based ◽  
Correlational Research ◽  
School Based Management ◽  
Students Attitudes ◽  
Faculty Of Education

This study aimed to determine whether there was a correlation between the level of students’ understanding of SBM (School Based Management) and students’ attitudes towards SBM in the Department of Educational Administration, Faculty of Education, Makassar State University. This research was a correlational research. The total population was 180 students and 42 of them were selected as samples taken through purposive random sampling technique. The research data were analyzed using Pearson Product Moment Correlation. The results showed that there was a significant correlation between students' understanding and their attitudes towards SBM. It can be concluded that the higher the level of students’ understanding of School Based Management, the more positive their attitude towards School Based Management.

scholarly journals Persepsi kegunaan pengelolaan arsip digital menggunakan SIKD (sistem informasi kearsipan dinamis)

2018 ◽  
Vol 5 (2) ◽  
pp. 111
Author(s):  
Fitriana Tjiptasari
Keyword(s):  
Information Systems ◽  
Perceived Usefulness ◽  
State University ◽  
Government Administration ◽  
Instrument Validity ◽  
Good Government ◽  
Data Collection Technique ◽  
Faculty Of Education ◽  
Educational Staff

The development of information technology has provided many changes in all aspects of online and offline life. This development requires the readiness of all lines to adjust to the needs of the changes, which are to support the realization of good government administration and the improvement of the quality of public services. This study aimed to determine the perceived usefulness of digital archive management using Dinamic Filing Information Systems (SIKD). The study used a descriptive quantitative approach. Data collection technique used questionnaires and was measured using the Likert scale. The instrument validity test used logical validity with expert judgment; reliability was measured using the Alpha Cronbach formula with coefficient value 0.796. Subjects of the study were a total of 19 educational staff of the Faculty of Education Yogyakarta State University. The result revealed that 78.9% of respondents claimed that Dinamic Filing Information Systems (SIKD) improved their performance. 94.8% of respondents stated that SIKD improved user productivity, and all respondents acknowledged that their perfomance increased due to the use of SIKD. Thus, SIKD provides the performance of an archive information system which is useful for archive management in Faculty of Education Yogyakarta State University and users are satisfied with this SIKD. 

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