scholarly journals Exploring Teacher Perceptions and Motivations to ICT Use in Learning Activities in Indonesia

10.28945/4366 ◽  
2019 ◽  
Vol 18 ◽  
pp. 293-317 ◽  
Author(s):  
Mahdum Mahdum ◽  
Hadriana Hadriana ◽  
Maria Safriyanti
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Ict Integration ◽  
School Teachers ◽  
Rural Districts ◽  
Ict Use ◽  
The Government

Aim/Purpose: This study aims to investigate the perceptions and motivations of state senior high school teachers in rural districts in Indonesia towards ICT use in learning activities. Background: In 2013, Indonesian government launched an ICT-based curriculum known as 2013 Curriculum. According to this curriculum, ICT must be integrated into all subjects as learning resources and media. Even though there are growing numbers of research investigating teacher perceptions and motivation to ICT use in teaching and learning process, little has focused on teachers in rural districts in Indonesia. Research on ICT use in education in Indonesia generally focuses on teachers in urban areas. Methodology: The data of this study were collected through a set of questionnaires administered to 616 senior high school teachers from four rural districts in Indonesia. The questionnaire reliability was analyzed using the Cronbach Alpha with the help of SPSS software. The percentage was mainly used in the descriptive analysis. Whereas, Mann-Whitney U-test was used for inferential statistics as the data were not normally distributed. Contribution: Even though this study has limitation related to sample size, the results contribute to the existing theory and practice related to ICT integration in Indonesia. This study could be an incentive for improving readiness of teachers in rural areas regarding ICT use in learning activities. Findings: The results of this study indicated that the teachers had a good level of perception and motivation toward ICT integration in learning activities. However, they still faced with several issues related to facilities and technical expertise. Recommendations for Practitioners: The school principals together with related parties in the Education Office have to work together in designing IT training programs for teachers so that they have more knowledge and skills related to the use of ICT in teaching and learning activities and at the same time they can increase their confidence in using ICT. The government as a policy-maker should provide financial support for the schools to adequately provide ICT equipment needed in schools, as well as to prepare the necessary facilities and infrastructure. Recommendation for Researchers: In terms of ICT use in learning activities, more research needs to be done on the relationship between the use of ICT and students’ attainment in rural districts context. Impact on Society: This study suggests that teachers in rural districts in Indonesia have good perceptions of ICT integration in learning activities. However, to apply ICT-based curriculum as expected by the government, it is important for teachers to continue improving their ability and enriching their knowledge related to the use of ICT through training, both held by schools or other institutions so that teachers can vary their teaching methods or teaching strategies. Future Research: Further research may address how the use of ICT in learning activities affects students’ attainment in rural district context.

scholarly journals Perilaku Kerja Guru Bimbingan Konseling Laki-Laki dan Perempuan Tingkat SLTA di Jakarta

Humaniora ◽  
2010 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Esther Widhi Andangsari
Keyword(s):  
High School ◽  
High School Teachers ◽  
Assessment Tool ◽  
School Teachers ◽  
Male And Female ◽  
Communication Behaviour ◽  
Female Teachers ◽  
Male Teacher ◽  
The Difference ◽  
The Government

Article presented performance behaviour among high school teachers in Jakarta, especially in their roles as counsellor based on the government’s qualification and competences, especially in their empathy and persuasion. The research also wants to see the difference between male and female teachers’ behaviour as counsellor, so that the schools are more serious in selecting and developing their teacher counsellor. Using DISC assessment tool for 68 teachers, consisting of 14 male and 54 female teachers, it is indicated that 26,47% of them meet the government qualification, those are both empathy and persuasion qualifications. Empathy qualification is possessed by male and female teachers, even male teacher is more persuasive than male teacher who have dominant communication behaviour. In general, the research presents 13 behaviour styles.

scholarly journals POLYMERS IN COMPULSORY SECONDARY EDUCATION AND HIGH SCHOOL IN SPAIN: ANALYSIS OF TEXTBOOKS AND TEACHER'S OPINION

2015 ◽  
Vol 12 (24) ◽  
pp. 74-81
Author(s):  
Ángel SERRANO-AROCA ◽  
Joan Josep SOLAZ-PORTOLÉS
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Key Factors ◽  
Structured Interviews ◽  
School Teachers ◽  
Level Of Knowledge ◽  
Assessment Questionnaire

Even though the study of polymers is included in the school secondary curriculum in Spain, all the signs are that this topic is not being adequately addressed in the classroom. For this reason, this paper focuses on two key factors for polymers teaching and learning at secondary level: teachers and textbooks. A qualitative methodology, based on semi-structured interviews and a content analysis of textbooks, has been used. Six High School teachers have participated in this research. Attempts have been made to find out teachers' opinion about introducing contents of polymers in the classroom by means of semi-structured interviews. The content analysis of textbooks used in many schools of Spain has been carried out through the application of a assessment questionnaire. The results obtained as regards the polymers suggest that: a) Teachers provide only a limited amount of time for this topic in the curriculum; b) Textbooks do not include a large part of basic contents; and c) The low level of knowledge of students is justified by a) and b).

QUALITY OF MAKING LESSON PLANS BY SENIOR HIGH SCHOOL TEACHERS IN SIAK REGENCY

2021 ◽  
Author(s):  
Zulhafizh Zulhafizh
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Lesson Plans ◽  
School Teachers ◽  
Descriptive Research ◽  
Research Findings

This study aimed to find out and toanalyze quality of lesson plans by senior high schoolteachers in Siak Regency. The lesson plans designed by teachers of the schools function as aguideline for them to run teaching and learning process at schools. It is a descriptive research. Dataof this study were collected through an instrument filled out by 142 respondents. They were seniorhigh school teachers in Siak regency. Data analysis was presented through descriptive statistics.The research findings revealed that quality of making lesson plans of senior high school teachers inSiak regency belong to the very high category (4.304 or 86.10%). The lesson plans aimed to matchteaching material with predetermined competencies, allocate time effectivelyand efficiently, decidemedia/tools as well as teaching materials, describe learning objectives and in detail, decideassessment techniques in accordance with the demands of the curriculum, organize teachingmaterials based on sequences and groups, decide appropriate teaching methods, design learningprocedures in accordance with competencies required, and decide appropriate references(textbooks, modules, computer program and so forth) to be used. These findings show that makinga lesson plan requires creativity and pedagogical skills. Creativity andmotivation lead to positiveaction in presenting quality, realistic, and concrete lesson plans

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

2021 ◽  
Vol 19 (2) ◽  
pp. 101-111
Author(s):  
Avalloy McCarthy-Curvin ◽  
Camella Buddo ◽  
Lois George
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
School Teachers ◽  
Is Implementation ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

scholarly journals Pemberian Tunjangan Khusus Daerah Terpencil untuk Perbaikan Kinerja Guru SMP di Kecamatan Liukang Tupabbiring Utara Kabupaten Pangkep

2018 ◽  
Vol 16 (2) ◽  
pp. 162-190
Author(s):  
M. Ziaul Haq Hs
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Field Research ◽  
Research Subjects ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Remote Areas ◽  
The Government

ABSTRACTTeacher is one of the crucial factors in learning; regardless how ideal thecurriculum is, without any support of teachers’ capability to implement thecurriculum, it would not achieve the assigned educational goals. Teachers whodevote themselves in areas categorized as 3T (Outermost, Frontier, andUnderdeveloped) require concerns from the government. The study aims to explain(1) How the provision of special allowances of remote areas to the junior highschool teachers in the District of Northern Liukang Tupabbiring of PangkepRegency, (2) How the performance of junior high school teachers in the District ofNorthern Liukang Tupabbiring of Pangkep Regency, (3) What impacts of providingspecial allowances of remote areas on the improvement of junior high schoolteachers’ performance in the District of Northern Liukang Tupabbiring of PangkepRegency.The study was a field research situated in junior high schools in the District ofNorthern Liukang Tupabbiring of Pangkep Regency. The research subjects werejunior high school teachers in the District of Northern Liukang Tupabbiring ofPangkep Regency. Interview, observation, and documentation were utilized incollecting the data which then verified by reducing the data, presenting them, anddrawing conclusions. The study employed a multidisciplinary approach usingqualitative data analysis consisting of three stages: (1) pre-field, (2) field work, (3)analysis.The results revealed that the provision of special allowances of remote areas to thejunior high school teachers in the District of Northern Liukang Tupabbiring ofPangkep Regency was still not evenly distributed. Most of the teachers, however,had got the allowances, while the junior high school teachers’ performance in theDistrict of Northern Liukang Tupabbiring of Pangkep Regency needed to beimproved, and after giving the allowance, they were motivated to developthemselves and their performance as teachers in remote areas. The impacts ofproviding special allowances of remote areas in improving the junior high schoolteachers’ performance in the District of Northern Liukang Tupabbiring of PangkepRegency were as an additional income to overcome the difficulties of life forserving in remote areas, to boost the teachers' welfare in remote areas, so thequality of education in remote areas could compete with the education in urbanareas. The implications of this study were teachers expected that there were equitabledistribution to all teachers who were entitled to special allowances in remoteareas, as well as providing them with the ease of continuing education to improvetheir competence in order to become creative and insightful teachers.

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 390-423 ◽  
Author(s):  
Evan Gough ◽  
David DeJong ◽  
Trent Grundmeyer ◽  
Mark Baron
Keyword(s):  
Teacher Perceptions ◽  
High School Teachers ◽  
Middle School Teachers ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
School Teachers ◽  
Teachers Perceptions ◽  
South Central ◽  
K 12

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.

scholarly journals Practices of Filipino Public High School Teachers on Digital Teaching and Learning Technologies during the COVID-19 Pandemic: Basis for Learning Action Cell Sessions

2022 ◽  
Vol 6 ◽  
pp. 707-722
Author(s):  
Babylyn Javier ◽  
Keyword(s):  
High School ◽  
Best Practices ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mission Statement ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Digital Tools ◽  
Public High School ◽  
School Teachers

Purpose–With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19pandemic. Method–This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted thru Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning.Results–Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching in 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhatevident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools.Conclusion–With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd)has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools.Recommendations–It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposedlearning action cell sessions.Research Implications–The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive.Practical Implications–The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic.

scholarly journals Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

2021 ◽  
Vol 9 (7) ◽  
pp. 41
Author(s):  
Salifu Maigari Mohammed ◽  
Kwaku Darko Amponsah
Keyword(s):  
High School ◽  
Science Teaching ◽  
High School Teachers ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Learning Experiences ◽  
School Teachers ◽  
Science Teaching And Learning ◽  
Junior High School Teachers

This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.

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