scholarly journals Pelatihan Penelitian Tindakan Kelas berbasis Daring untuk Meningkatkan Kemampuan Guru di Kabupaten Pangkep

DEDIKASI ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Mantasiah R. ◽  
Muh. Anwar ◽  
Andi Alamsyah Rivai ◽  
Andi Tenri Ola Rivai
Keyword(s):  
Action Research ◽  
Junior High School ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professionalism ◽  
Teacher Competence ◽  
Effective Learning ◽  
Junior High School Teacher ◽  
Classroom Action Research ◽  
Support Teacher

Teachers have an essential role in preparing human resources that can compete with the global community. Therefore, teachers are always required to develop their abilities and professionalism. One way to build their ability to provide effective learning to students is to carry out classroom action research. Most of the teachers in Pangkajene and Kepulauan Regency still had a lack of understanding in carrying out classroom action research (CAR). Besides, there is a lack of knowledge about the writing of CAR reports and the production of scientific articles. The aim of this service is to provide online-based training to improve the understanding of CAR and scientific articles in Junior High School Teacher Group in Pangkajene and Islands Regency. A personal approach in the training process was carried out so that all teachers are expected to be able to compile proposals, reports, and scientific articles from the CAR report without any constraints. Lecture, discussion and mentoring methods are used in this training. From the implementation of this training, it was found that teachers got enormous benefits from attending this training. Teachers' understanding of CAR increased by 41%. In addition, the participants have also been able to compile a CAR proposal as well. This training can improve teacher competence and support teacher professionalism in providing effective learning.

Editorial comment: As we read

1969 ◽  
Vol 16 (5) ◽  
pp. 340-341
Author(s):  
James E. Inskeep
Keyword(s):  
High School ◽  
Teacher Knowledge ◽  
Junior High School ◽  
School Teacher ◽  
High School Teacher ◽  
Physical Models ◽  
Primary Grade ◽  
Grade Teacher ◽  
Junior High School Teacher ◽  
Warm Desert

As you read this month's issue of The Arithmetic Teacher, the winter reports of below zero weather have become memories. Perhaps you Jive in a mild climate and “below ze ro” has but academic interest for you. In many of our warm desert locations, the visitor is sure to observe signs that indicate he is driving “below sea level.” In any part of the country, a student may view with alarm the fact that his grade is below the average for the class. In each of these instances, some idea of direction, point of origin, and a number scale are involved. The integers provide the abstraction we need for these physical models. For the primary grade teacher, knowledge of the integers is prerequisite to introducing them informally. The junior high school teacher wrestles with the problem of making the integers and operations with them seem “reasonable” to his students. This issue of the journal emphasizes these important numbers.

Attitudes and Career Interests of Junior High School Mathematics Students: Implications for the Classroom

1985 ◽  
Vol 32 (7) ◽  
pp. 45-49
Author(s):  
Katherine Pedersen ◽  
Dorothy R. Bleyer ◽  
Patricia B. Elmore
Keyword(s):  
High School ◽  
Sex Differences ◽  
Junior High School ◽  
Junior High ◽  
Sex Role ◽  
School Teacher ◽  
High School Teacher ◽  
Academic Factors ◽  
Role Identification ◽  
Junior High School Teacher

During the 1970s. various political, cultural, and academic factors joined to thrust the topic of sex differences in achievement in mathematics to national attention. At the same time, research has served to refine attitudinal instruments and to relate cultural and societal influences to sex differences in mathematics. The junior high school years are Important to study because sex-role identification becomes more prominent, and crucial educational choices are made at this stage. Surprisingly, a study by Benbow and Stanley (1980) has suggested that the mathematical experiences of both males and females are identical until the junior high school years. The junior high school teacher, especially, becomes cognizant that different foctors are Influencing students during these early adolescent years.

The arithmetic of growth

1954 ◽  
Vol 47 (3) ◽  
pp. 180-183
Author(s):  
H. C. Trimble
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Junior High School Teacher

Every junior high-school teacher knows how hard it is to instill the concept: The same per cent of different amounts yields different answers. Twenty per cent of 50 is 10; but 20 per cent of 60 is 12.

Psychology of learning in the junior high school

1956 ◽  
Vol 49 (4) ◽  
pp. 235-240
Author(s):  
Howard F. Fehr
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Age Group ◽  
Junior High School Teacher ◽  
Psychology Of Learning

Too often mathematics is “taught” without regard for those things which are known about the learning process and the characteristics of a particular age group. This article summarizes some of these important facts for the junior high school teacher.

scholarly journals HUBUNGAN PEMBERIAN TUNJANGAN SERTIFIKASI GURU DENGAN MOTIVASI DAN DISIPLIN KERJA GURU SMP DI OKSIBIL KABUPATEN PEGUNUNGAN BINTANG

2018 ◽  
Vol 6 (2) ◽  
pp. 24-38
Author(s):  
Elisabeth Nawipa
Keyword(s):  
High School ◽  
Multiple Regression ◽  
Junior High School ◽  
Junior High ◽  
School Teacher ◽  
High School Teacher ◽  
Junior High School Teachers ◽  
Junior High School Teacher ◽  
Teacher Work ◽  
Relationship Of

This study uses hypothesis testing with multiple regression and partial regression analysis. Multiple regression is used to test the fourth hypothesis concerning the relationship of giving certification allowance to motivation and work discipline of teacher, while for hypodesis testing one, two and three used partial test, that is to know relation of giving of certification allowance with motivation and relation giving certification allowance to discipline teacher work and motivational relationships and work discipline of teachers. The results showed that there was a relationship between certification allowance with motivation with significance value of 0.444 with medium category. There is a relationship between certification allowance and teacher work discipline with significance value of 0.469 with medium category. There is a relationship between motivation and discipline of junior high school teachers in Oksibil Pegunungan Bintang Regency with a significance value of 0.661 with strong category. There is a correlation between certification allowance with motivation and discipline of junior high school teacher in Oksibil Pegunungan Bintang Regency 0,502 with medium category. Keywords:  Provision of Teacher Certification Allowance, Motivation, Teacher Work Discipline

scholarly journals Do the Transformation Leadership Style have a Massive Influence on Teacher Job Satisfaction?

2020 ◽  
Vol 03 (11) ◽  
Author(s):  
Caroline Claudia Anggina Neftyan ◽  
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
Leadership Style ◽  
Junior High School ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Job Satisfaction ◽  
T Test ◽  
Junior High School Teacher ◽  
Transformational Leadership Style

In school organizations, principals and teachers have a very important role. This study aims to determine the effect of the principal’s transformational leadership style on teacher job satisfaction. The population in this study was a junior high school teacher in Lampung province, Indonesia. The research sample was determined randomly. Data collection uses questionnaires distributed to teachers. Data were analyzed using normality, homogeneity, simple linear regression and T-test. Based on the results of the analysis, it is known that the transformational leadership style does not affect teacher job satisfaction with a 95% confidence level. Then, based on the results of the T-test, there was no difference in the satisfaction of teacher job between male and female teachers.

Toward a More Effective Model of Research on Teaching

1983 ◽  
Vol 53 (3) ◽  
pp. 294-308 ◽  
Author(s):  
Arthur S. Bolster, Jr.
Keyword(s):  
Teacher Development ◽  
Junior High School ◽  
School Teacher ◽  
High School Teacher ◽  
Classroom Teaching ◽  
Classroom Teachers ◽  
Useful Knowledge ◽  
Research On Teaching ◽  
Junior High School Teacher ◽  
University Professor

Classroom teachers wish to improve their craft and educational researchers want to generate useful knowledge, yet educational research seldom influences classroom teaching. Reflecting on twenty years' experience as a junior high school teacher and as a university professor involved in formal studies of classroom teaching, Arthur S.Bolster,Jr. examines the genesis and perpetuation of the divergent perspectives of teachers and educational researchers concerning how knowledge is formulated and determined. He advocates a sociolinguistic ethnographic approach as the research methodology most likely to generate knowledge that is both intellectually rigorous and helpful in teacher development.

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