scholarly journals Pembelajaran Ramah Anak bagi Orang Tua dan Guru Taman Kanak-Kanak di Kecamatan Bontotiro

DEDIKASI ◽  
2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Muh. Yusri Bachtiar ◽  
Azizah Amal ◽  
Rusmayadi Rusmayadi
Keyword(s):  
High School Teachers ◽  
Junior High School ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Junior High School Teachers ◽  
Math Teachers ◽  
Teaching Aids ◽  
Fraction Concepts ◽  
Training Activities ◽  
Partnership Program

his paper is the result of the Community Partnership Program (PKM) activity by presenting the use ofAcrylic Manipulative Aids (APMA) for learning fraction concepts for math teachers. The purpose of the activity isto maximize active learning activities in the classroom and use teaching aids in mathematics learning activities. Thetarget is for junior high school teachers in Bulukumba District where 21 people are involved in the activity. Theform of activities is training, while implementation information is fulfilled by providing worksheets andquestionnaires as response sheets for activities. The results of the training activities carried out received a positiveresponse. Not only is APMA considered feasible as a medium of learning or teaching aids, but it can also be used tohelp students overcome difficulties in learning the concept of fractions, fraction operations consisting of addition,subtraction, multiplication, and division. In addition, by convincing the teacher to respond that APMA can completethe explanations contained in mathematics textbooks. In other words, in addition to learning by using learningresources derived from books, APMA is also useful to supplement the provision of understanding to students in theclassroom.

scholarly journals WORKSHOP PENDAMPINGAN KURIKULUM 2013 TENTANG PEMANFAATAN MEDIA PEMBELAJARAN BAGI GURU-GURU SD DAN SMP ROKAN HULU

2019 ◽  
pp. 102
Author(s):  
Hera Deswita ◽  
Jufri Jufri ◽  
Adyanata Lubis
Keyword(s):  
High School Teachers ◽  
Junior High School ◽  
Integrated Curriculum ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Abstract Concepts ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Teaching Aids ◽  
Learning Mathematics

Abstrak: Kurikulum 2013 ialah kurikulum yang terpadu sebagai suatu konsep yang melibatkan beberapa disiplin ilmu untuk memberikan pengalaman yang bermakna dan luas kepada peserta didik. Peran guru pada implementasi kurikulum 2013 adalah dapat memanfaatkan media pembelajaran untuk menciptakan suasana belajar yang aktif. Keaktifan siswa dapat diukur melalui kegiatan pembelajaran yang dirancang dimana terjadi intraksi dua arah. Memanfaatan media pembelajaran/alat peraga matematika dapat membantu siswa memahami konsep abstrak menjadi kongkret. Tujuan kegiatan workshop pemanfaatan media pembelajaran ini adalah adalah memberikan pengetahuan dan keterampilan kepada guru-guru SD dan SMP tentang pentingnya media dalam pembelajaran matematika. Metode yang digunakan dalam kegiatan ini adalah ceramah, diskusi dan praktik. Ada 40 orang guru yang mengikuti kegiatan ini. Setelah kegiatan ini dilaksanakan, maka dapat disimpulkan para guru dapat memahami prinsip-prinsip dalam menggunakan dan pengembangan media dan alat peraga dalam pembelajaran matematika sesuai dengan kurikulum K13. Keantusiasan guru dalam mengikuti workshop tampak dari tanya jawab yang berlangsung dan praktek menggunakan alat peraga dan media pembelajaran yang telah disediakan oleh pemateri.Kata Kunci: Workshop; Kurikulum 2013; Media Pembelajaran. Abstract:  The 2013 curriculum is an integrated curriculum as a concept that involves several disciplines to provide meaningful and broad experience to students. The teacher's role in implementing the 2013 curriculum is to be able to utilize learning media to create an active learning atmosphere. Student activity can be measured through learning activities that are designed where there is a two-way interaction. Utilizing learning media/mathematics teaching aids can help students understand abstract concepts into the concrete. The purpose of the workshop activities in the use of instructional media is to provide knowledge and skills to elementary and junior high school teachers about the importance of media in mathematics learning. The methods used in this activity are lectures, discussions, and practice. There are 40 teachers who participated in this activity. After this activity is carried out, it can be concluded that the teachers can understand the principles of using and developing media and teaching aids in learning mathematics in accordance with the K13 curriculum. The enthusiasm of the teacher in attending the workshop is evident from the ongoing question and answer and practice of using teaching aids and learning media that have been provided by the speaker.Keywords:  Workshop; Curriculum 2013; Learning Media

scholarly journals Pelatihan Penyusunan Lembar Kerja Siswa (LKS) Bagi Guru Matematika SMP di Telukjambe, Karawang

2018 ◽  
Vol 3 (1) ◽  
pp. 45-52
Author(s):  
Kiki Nia Sania Effendi ◽  
Indrie Noor Aini
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Math Teachers ◽  
Question And Answer

WORKSHOP OF STUDENT WORKSHEET COMPILATION FOR MATHEMATICS TEACHERS OF JUNIOR HIGH SCHOOL IN TELUKJAMBE, KARAWANG. The majority of math teachers use Student Worksheet (LKS) traded by the publisher’s distributor. The contents of LKS are less interesting and innovative. LKS does not help the participants to collect the material and learn their interest in mathematics learning. None or steps in the LKS which allows participants to discuss the concepts they are studying. According to the theory of constructivism a learner in learning must be able to mengkontruksi knowledge to understand a material. On that basis, we prepare training on the preparation of LKS. Activities undertaken through socialization with methods that in this devotion program is a method of lectures and exercises supported by discussion and question and answer. Output target after the implementation of this Program is the increase of the ability of Junior High School teachers who teach in class VII in preparing the LKS as well as the product of LKS.

scholarly journals MPM Berbasis Konteks dan Strategi Pembelajaran Matematika Realistik Bagi Guru Matematika Tingkat SMP

DEDIKASI ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Nasrullah Nasrullah ◽  
Wahidah Sanusi ◽  
Muhammad Abdy
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Community Partnership ◽  
Mathematical Approach ◽  
Learning Contexts ◽  
Realistic Mathematics ◽  
Learning Scenarios ◽  
Training Activities ◽  
Partnership Program

Partners of the Community Partnership Program (PKM) are the Mathematics MGMP of Takalar Regency. The problems are 1) The teacher has not maximized active learning activities in the classroom 2) The teacher has not maximally utilized media and strategies in learning activities. For implementation, participants are involved in training activities whose implementation includes material presentation and practical activities. In presenting the material, participants are given materials on the concept of context-based learning media and realistic mathematics learning strategies. However, with the consideration of the Covid-19 pandemic so that the implementation of this training is carried out in virtual or other terms in the network (online). In the practical activity section, participants carry out practical activities for the preparation and development of learning contexts and learning scenarios with Realistic Mathematics learning strategies. To support the implementation of the activity, participants were given the opportunity to express their opinions with this activity, context-based manipulative learning media, and the Realistic Mathematical Approach (PMR). The result is 16.7% who know somewhat, meaning that they have read but have not implemented it in the learning class. The same thing happened for 33.3% where the participants knew enough, in other words, they understood PMR well but were not able to keep pace with its development. The remaining 50% have carried out this learning in their respective classes.

scholarly journals Developing augmented reality in mathematics learning: The challenges and strategies

2019 ◽  
Vol 6 (2) ◽  
pp. 211-221
Author(s):  
Muhamad Ikhsan Sahal Guntur ◽  
Wahyu Setyaningrum ◽  
Heri Retnawati ◽  
Marsigit Marsigit ◽  
Novilda Angela Saragih ◽  
...  
Keyword(s):  
High School ◽  
Augmented Reality ◽  
High School Teachers ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Mathematics Learning ◽  
School Teachers ◽  
Public And Private ◽  
Junior High School Teachers ◽  
Qualitative Phenomenological

One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan & Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.

scholarly journals Quick count training for junior high school teachers in Gayo Lues District

2021 ◽  
Vol 6 (5) ◽  
pp. 877-884
Author(s):  
Roni Priyanda ◽  
Rizki Amalia ◽  
Muhammad Zaki ◽  
Fadilah Fadilah ◽  
Nishbah Fadhelina ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Community Service ◽  
Junior High School ◽  
Junior High ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Math Teachers ◽  
Agent Of Change ◽  
And Training

This community service is carried out together with the Gayo Lues District Education Office. The purpose of this activity is to improve the speed counting skills and junior high school teachers in Gayo Lues, so that each teacher can become an agent of change in improving students' fast counting skills. The implementation of the activity began with a pre-test, discussion of partner problems, mentoring and training, review and evaluation by giving rewards to participants who get the best score. The results of the initial pre-test showed that the math teachers' ability to count quickly in Gayo Lues district was still low, where only 22.5% of the teachers were able to solve the questions according to the time given. However, after training and mentoring, more teachers were able to solve quick arithmetic questions according to the set time (75%). Although the level of accuracy is still low.

The Long-Term Impact of an Education for Sustainability Course on Israeli Science and Technology Teachers’ Pro-Environment Awareness, Commitment and Behaviour

2015 ◽  
Vol 31 (2) ◽  
pp. 264-279 ◽  
Author(s):  
Anat Abramovich ◽  
Yahavit Loria
Keyword(s):  
High School Teachers ◽  
Junior High School ◽  
Science And Technology ◽  
Education For Sustainability ◽  
Environmental Behaviour ◽  
Junior High School Teachers ◽  
Technology Teachers ◽  
Long Term Impact ◽  
The Impact

AbstractThe impact of an Education for Sustainability (EfS) course for science and technology junior high school teachers on the intentional and actual environmental behaviour of participants was studied by researching the EfS implementation of 13 science and technology teachers within their family, community, and work environment. The research was qualitative in nature, where science and technology teachers’ insights on the EfS course were determined by means of an open-ended questionnaire and intensive interviews. Results indicated that the course clearly influenced the vast majority of the participants, who claimed that their environmental awareness had increased and they were capable of acting responsibly. All participants acted in favour of the environment among family, community, and at work. Yet, 2 years later, implementation seemed to be undermined by various internal and external barriers, such as the unavailability of convenient resources, or resistance on the part of family. The study suggests that course designers must include reference to potential difficulties and barriers in order to circumvent future obstacles. In addition, the implementation of post-course support would encourage overcoming the gap between willingness to act and actual practice.

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.

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