scholarly journals PRINSIP-PRINSIP/HUKUM PERKEMBANGAN PESERTA DIDIK DAN IMPLIKASINYA TERHADAP PENDIDIKAN

2018 ◽  
Vol 2 (2) ◽  
pp. 121
Author(s):  
Mukhlis Mukhlis
Keyword(s):  
Development Process ◽  
Developmental Stages ◽  
School Principals ◽  
Functional Change ◽  
Educational Goals ◽  
Process Of Change ◽  
Learning Programs ◽  
Effectiveness And Efficiency ◽  
Education Stakeholders

Development is the process of change in growth at a time as a function of maturity and interaction with its environment. In other words, development is a functional change that is influenced by the achievement of the level of physical maturity. This development process can be understood by the existence of several principles / laws, in which the principle / law governs the whole of the development process and is definitely something that is in the development process. Thus, these principles must be understood by all education stakeholders, especially for School Principals and Teachers, because the principles are very urgent in increasing the effectiveness and efficiency of achieving educational goals, including by developing a curriculum or making learning programs that are in accordance with the developmental stages of participants the student.

scholarly journals Phenotypic Characterization of Streptococcus pneumoniae Biofilm Development

2006 ◽  
Vol 188 (7) ◽  
pp. 2325-2335 ◽  
Author(s):  
Magee Allegrucci ◽  
F. Z. Hu ◽  
K. Shen ◽  
J. Hayes ◽  
Garth D. Ehrlich ◽  
...  
Keyword(s):  
Streptococcus Pneumoniae ◽  
Biofilm Formation ◽  
Protein Identification ◽  
Development Process ◽  
Developmental Stages ◽  
Developmental Process ◽  
Phenotypic Characterization ◽  
Biofilm Growth ◽  
Cell Counts ◽  
Biofilm Development

ABSTRACT Streptococcus pneumoniae is among the most common pathogens associated with chronic otitis media with effusion, which has been hypothesized to be a biofilm disease. S. pneumoniae has been shown to form biofilms, however, little is known about the developmental process, the architecture, and the changes that occur upon biofilm development. In the current study we made use of a continuous-culture biofilm system to characterize biofilm development of 14 different S. pneumoniae strains representing at least 10 unique serotypes. The biofilm development process was found to occur in three distinct stages, including initial attachment, cluster formation, and biofilm maturation. While all 14 pneumococcal strains displayed similar developmental stages, the mature biofilm architecture differed significantly among the serotypes tested. Overall, three biofilm architectural groups were detected based on biomass, biofilm thickness, and cluster size. The biofilm viable cell counts and total protein concentration increased steadily over the course of biofilm development, reaching ∼8 × 108 cells and ∼15 mg of protein per biofilm after 9 days of biofilm growth. Proteomic analysis confirmed the presence of distinct biofilm developmental stages by the detection of multiple phenotypes over the course of biofilm development. The biofilm development process was found to correlate not only with differential production of proteins but also with a dramatic increase in the number of detectable proteins, indicating that biofilm formation by S. pneumoniae may be a far more complex process than previously anticipated. Protein identification revealed that proteins involved in virulence, adhesion, and resistance were more abundant under biofilm growth conditions. A possible role of the identified proteins in biofilm formation is discussed.

The State of Music in the Elementary School

2006 ◽  
Vol 54 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Carlos R. Abril ◽  
Brent M. Gault
Keyword(s):  
Elementary School ◽  
No Child Left Behind ◽  
Music Education ◽  
School Principals ◽  
Music Programs ◽  
Educational Goals ◽  
Negative Effects ◽  
Music Program ◽  
School Music ◽  
Principals Perceptions

This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

scholarly journals The Effect of Teacher’s Pedagogical Competence on Students’ Learning Achievement

2020 ◽  
Vol 1 (1) ◽  
pp. 155
Author(s):  
Fatmawada S ◽  
Rani Maswati ◽  
Krismayati Krismiyati
Keyword(s):  
School Principals ◽  
School Personnel ◽  
Educational Goals ◽  
Simple Linear Regression ◽  
Vocational High School ◽  
Statistical Data Analysis ◽  
Office Management ◽  
Pedagogical Competence ◽  
Using Data

This study aims to determine and explain the effect of teacher pedagogical competence on students achievement in the Office Management Automation Department of YAPIS Biak Vocational High School. This study uses an associative approach with descriptive statistical data analysis techniques with percentage, mean and standard deviation and statistical analysis of inference by using data normality tests, product moment correlations, and simple linear regression. The results of this study state that teacher’s pedagogical competence significantly influences the students achievement, therefore it is recommended that school personnel, especially school principals and teachers, should improve the quality of teacher pedagogical competencies, so that student achievement can be better for the achievement of educational goals at school.

scholarly journals Overcoming the Obstacles of Implementing the Educational Leadership Standards in the Distance Learning Program in the Light of Corona Pandemic from the School Principals’ Perspectives in the Directorate of Education of the Northern Mazar District / Jordan

2021 ◽  
pp. 1-19
Author(s):  
Faisal Al-Jarrah
Keyword(s):  
Distance Learning ◽  
Educational Leadership ◽  
School Principals ◽  
Development Program ◽  
Educational Process ◽  
Point Of View ◽  
Learning Program ◽  
Leadership Standards ◽  
Learning Programs ◽  
Distance Learning Program

This study aimed at overcoming the obstacles of implementing educational leadership standards in the distance learning program in light of Corona pandemic from the school principals’ point of view in the Directorate of Education of the Northern Mazar District / Jordan. To achieve the aims of the study, the researcher purposefully selected the research sample (44 principals) in the Directorate of Education of the Northern Mazar. The descriptive-analytical approach was used. The study emphasized the importance of implementing the educational leadership standards by school principals in the Directorate of Education of the Northern Mazar. Moreover, the study revealed that there were no statistically significant differences at (α ≤ 5.0) between the responses of the study sample in the practice of school principals to the following educational leadership standards: leading the development of the school, the directorate development program, the community school. In addition, the study concluded that the leadership in the educational system is based on standards in the Directorate of Education of the Northern Mazar in the distance learning program according to the Gender variable. The study recommended that the standards of educational leadership should be implemented in distance learning programs, as an advanced technological system, to meet the challenges of the educational process. Keywords: Standards, educational leadership, obstacles, distance education program, school principals

scholarly journals Urgensi Supervisi Pendidikan Di Sekolah

2021 ◽  
Vol 3 (1) ◽  
pp. 61-70
Author(s):  
Moh. Nahrowi
Keyword(s):  
School Principals ◽  
Teacher Performance ◽  
Institutional Quality ◽  
School Organization ◽  
Educational Institutions ◽  
Educational Goals ◽  
National Education ◽  
Educational Supervision ◽  
Constructive Criticism

Quality of educational institutions is supported by several elements of the system including educational supervision carried out by school principals as supervisors as mandated by the Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standards for Principals who must supervise education in the form of supervision and assessment of teacher performance. and employees who aim to assist teachers and employees in achieving educational goals ranging from planning, implementation and evaluation so that they can be optimal in carrying out institutional tasks within an organizational frame that leads to institutional quality. Educational supervision functions to coordinate all school efforts including all stakeholders in the school organization and expand experience through giving constructive criticism from the principal to teachers and employees. References for educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making lesson plans, optimizing educational functions and educational goals as stated in the school's vision and mission.

scholarly journals The Development Process of a Coding Game Engine for Culture Transfer in Social Sciences Education: SIGUN

2021 ◽  
Vol 9 (2) ◽  
pp. 102-107
Author(s):  
Zekeriya Fatih İneç
Keyword(s):  
Social Sciences ◽  
National Culture ◽  
Development Process ◽  
Developmental Stages ◽  
Rapid Prototype ◽  
Dynamic Structure ◽  
Design And Development ◽  
Web Based ◽  
Cultural Elements ◽  
Developmental Characteristics

This study aimed to explain the development stages of an online coding application engine (SIGUN) according to the R2D2 instructional design model to support and develop cultural transfer in social sciences education and popularize the national culture. During the definition phase of R2D2, analyzes of needs, learner, task and content were made. In needs analysis, it was decided to develop a coding application that transfers national culture instead of transnational culture in coding education. In the analysis of learners, the coding skills of the students at different grades were examined through samples, and it was decided that SIGUN should be editable according to their developmental characteristics. It was planned to assign tasks to learners in task analysis and to fictionalize the tasks in the prototype through Dede Korkut stories in content analysis. In the design and development phase of R2D2, it was decided to create an online system choosing media and equipment. Subsequently, the design and development process of SIGUN was started creating a draft graphic design interface through determining the development environments. In this sense, a web-based coding engine was developed with various coding languages. The rapid prototype was analyzed for process evaluation as being equipped with national culture elements and thus, the final version was created. Due to its dynamic structure, SIGUNwas can be adapted for different developmental stages of children and popularized while transferring abstract and concrete cultural elements with animations.

scholarly journals PENCAPAIAN HASIL BELAJAR DITINJAU DARI SIKAP BELAJAR MAHASISWA

2017 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Nurdin Mansur
Keyword(s):  
Student Assessment ◽  
Higher Learning ◽  
Learning Activities ◽  
Teaching Staff ◽  
Measuring Instrument ◽  
Process Of Change ◽  
Learning Success ◽  
Wide Range ◽  
Measurement Results ◽  
Learning Programs

Learning is a change in the ability and disposition of someone who can be maintained within a certain time and not caused by the growth process, and the kind of growth that is referred to in the study are include changes in behavior after someone got a wide range of experience in a variety of learning situations, and based on those experiences will lead the process of change that occurs in a person. Then learn also as a process of a person in acquiring the skills, skills and attitudes. The learning result is a whole skill and the results achieved through the learning process in schools defined by the numbers measured by tests of learning success. In the case to know the extent to which learners have been successful in learning, it is necessary first terbelih measurement, as a function of the measurement is to apply the measuring instrument to a particular object. The magnitude of the figures obtained, then gained significance when compared between the measurement results to a specific benchmark. Each implementation of learning programs conducted teaching staff, the students will give a good assessment of the ability of the lecturers in the use of instructional media on learning activities, because they increasingly high student assessment of the ability of the lecturers in the higher learning learning results. Conversely the lower assessment of the ability of faculty to student learning, the lower the student results in learning.

Co-Operative Group versus Individual Evaluations of Instruction in Professional In-Service Training

1994 ◽  
Vol 38 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Michael A.R. Townsend ◽  
Dennis W. Moore
Keyword(s):  
Higher Education ◽  
School Principals ◽  
School Administrators ◽  
Group Versus ◽  
Course Evaluations ◽  
Training Course ◽  
Group Evaluation ◽  
Learning Programs ◽  
Service Training ◽  
Rating Item

School principals and senior school administrators evaluated an in-service training course in which they had participated, concerned with the use of co-operative learning programs in schools. Approximately half of the participants made their evaluations as individuals, whereas the remaining participants made their evaluations as members of three-person groups which were asked to reach consensus on each rating item. Course evaluations were more positive in the group-evaluation condition. The results are discussed in terms of group polarisation theory and validity issues concerning the uses of such evaluations in higher education settings.

scholarly journals Improving the Vocational School Performance Through the Good School Governance

2020 ◽  
Vol 13 (5) ◽  
pp. 57
Author(s):  
K. Ima Ismara ◽  
Arie W. Khurniawan ◽  
Soeharto Soeharto ◽  
Sri Andayani ◽  
Didi Supriadi ◽  
...  
Keyword(s):  
School Performance ◽  
School Principals ◽  
Sampling Technique ◽  
School Governance ◽  
Vocational School ◽  
Vocational Schools ◽  
Good School ◽  
The Mean ◽  
Effectiveness And Efficiency ◽  
Quantitative Descriptive

The study aims to analyze the implementation of Good School Governance in vocational schools in Indonesia as a response of the high number of inappropriate employment to the vocational graduates’ competencies. This present quantitative descriptive study applies the purposive sampling technique by picking up 852 vocational school principals and teachers from 34 provinces in Indonesia. The researcher found a model for improving the vocational school performance based on good school governance in Indonesia covering Transparency, Accountability, Responsibility, Autonomy, Fairness, Participation, Effectiveness and Efficiency, and Consensus-Oriented principles. Among these eight factors, Responsibility is assessed the highest with the Mean score of 3.25, while both Consensus-Oriented and Participation are labelled as “Not Good” with the Mean scores of 2.93 and 2.82 respectively. However, the results of the recent study need to be legitimated in order to formally applied in all vocational schools in Indonesia.

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