scholarly journals Keterlibatan Siswa SMK dalam Pembelajaran Jarak Jauh dan Dukungan Akademik: Sudut Pandang Guru

2021 ◽  
Vol 10 (3) ◽  
pp. 237
Author(s):  
Kayisa Zariayufa ◽  
Surya Cahyadi ◽  
Witriani Witriani
Keyword(s):  
Distance Learning ◽  
Student Engagement ◽  
High School Teachers ◽  
Emotional Engagement ◽  
Analysis Method ◽  
Vocational High School ◽  
Academic Supports ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Learning Data

Kurangnya keterlibatan siswa sering menjadi permasalahan dalam pembelajaran jarak jauh (PJJ). Dalam situasi tersebut, siswa membutuhkan adanya dukungan akademik. Penelitian ini bertujuan mengetahui bagaimana perspektif guru terkait keterlibatan siswa dalam PJJ serta melihat dukungan seperti apa yang diberikan guru kepada siswa dalam PJJ. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian merupakan 23 guru SMK yang melaksanakan PJJ. Pengambilan data dilakukan menggunakan kuesioner yang berisi pertanyaan-pertanyaan terbuka mengenai pengalaman guru selama pelaksanaan PJJ. Data kemudian dianalisis menggunakan metode analisis tematik. Hasil penelitian menunjukkan bahwa guru melihat siswa kurang terlibat dalam PJJ. Selain itu, dalam PJJ ini diketahui bahwa guru masih dapat memberikan dukungan-dukungan walaupun secara fisik terpisah dengan siswa. Dukungan yang diberikan dapat berupa dukungan emosional, dukungan informasi, dukungan instrumental maupun dukungan penghargaan. The lack of student engagement often becomes the problem of distance learning. Amid this situation, students need academic supports. This research aims to investigate the perspective of teachers on student engagement and to investigate supports that the teachers give to students.  This research employed a qualitative approach and thematic analysis method. Participants of this research were 23 Vocational High School teachers who implemented distance learning. Data was gathered by means of a questionnaire containing open-ended questions. Research results revealed that students have low behavioral engagement. For emotional engagement, some students showed negative feelings, but other students showed positive feelings. The same case with cognitive engagement. Although some students had low motivation, other students showed their efforts in distance learning.  In addition, results showed teachers provide supports to students such as emotional support, informational support, instrumental support, and appraisal supports.

scholarly journals Hubungan Antara Kepemimpinan Manajerial Kepala Sekolah Dan Kompensasi Dengan Kepuasan Kerja

2020 ◽  
Vol 1 (2) ◽  
pp. 131-141
Author(s):  
Irfan Mujahid
Keyword(s):  
Job Satisfaction ◽  
High School Teachers ◽  
Partial Correlation ◽  
Regression Equation ◽  
Analysis Method ◽  
Vocational High School ◽  
Multiple Correlation ◽  
Managerial Leadership ◽  
Determination Coefficient ◽  
Coefficient Corrélation

Penelitian ini bertujuan untuk mencari hubungan antara variabel bebas kepemimpinan The objective of this researdh is to find out the correlation between Principal’s Managerial Leadership and Compensation as independent variables with Job Satisfaction as dependent variable, both individually and collectivelly. Among 119 vocational high school  teachers were surveyed and 77 respondent were selected as samples for the research. Normality, simple regression, multiple regression, simple correlation, multiple correlation, and partial correlation are several data analysis method that were used in this research.  The result of this research imply that: Firstly, a positive and significant corelation was found between Principal’s Managerial Leadership with Job Satisfaction and expressed in coefficient correlation correlation  ry1 = 0.0,319 (a = 0,05) and regression equation as Y=94,350 + 0,245X1 and  determination coefficient is  r2y1 = 0.101  Secondly, a positive and significant corelation was found between Compensation and Job Satisfaction can be found and  expressed in coefficient correlation ry2 = 0.314 and regression equation as Y = 98,752 +0,205X2 and determination coefficient is r2y2 = 0.099.  Thirdly, this research also found that there is a positive corelation between Principal’s Managerial Leadership and Compensation along with Job Satisfaction which is expressed in multiple  correlation of  ry12 = 0.319 and regression form of Y= 94,709 +0,219X1 + 0,023X2,  and determination coefficient is r2 = 0,319 . According to result of this research that improvement of teachers job satisfaction can be in creased by Principal’s Managerial Leadership interest and Compensation interest.

Management of Guidance and Counseling on Learning Discipline

2020 ◽  
Vol 10 (2) ◽  
pp. 60-74
Author(s):  
Muhammad Syauqi Mubarok
Keyword(s):  
Statistical Analysis ◽  
Descriptive Analysis ◽  
Field Studies ◽  
Guidance And Counseling ◽  
Analysis Method ◽  
Vocational High School ◽  
Analysis Model ◽  
Survey Techniques ◽  
Analysis Technique ◽  
Path Analysis Model

This article aims to examine and describe the influence of guidance and counseling management on learning discipline. The method used in this research is descriptive analysis method using survey techniques. Data collection techniques that used are documentation studies and field studies. Moreover, the data analysis technique that has been used to answer the research hypothesis is statistical analysis with a path analysis model. The location of the study was at the Ciledug Vocational High School Al-Musaddadiyah Garut, with 85 respondents taking part in the survey. The results of the discussion show that guidance and counseling management has a positive and significant effect on the discipline of learning

Conclusion

2018 ◽  
Author(s):  
Krista K. Thomason
Keyword(s):  
Moral Psychology ◽  
Negative Emotions ◽  
Moral Maturity ◽  
Moral Agents ◽  
The People ◽  
Positive Feelings ◽  
Negative Feelings

The conclusion summarizes the main aims of the book. Even though shame can be a painful and damaging emotion, we would still not be better off without it. A continued liability to shame shows that we accept that we are not always the people we think we are, but accepting this fact is a sign of moral maturity. Additionally, this conclusion raises questions about moral philosophy’s commitment to positive moral psychology. Although some philosophers have defended negative emotions, the field as a whole still treats positive feelings as better and more desirable than negative feelings. But it is reasonable to ask whether moral agents should try to be “emotional saints.”

scholarly journals Reconciling Loss Aversion and Gain Seeking in Judged Emotions

2021 ◽  
pp. 096372142199204
Author(s):  
Barbara A. Mellers ◽  
Siyuan Yin ◽  
Jonathan Z. Berman
Keyword(s):  
Loss Aversion ◽  
Reference Point ◽  
Emotional Reactions ◽  
Status Quo ◽  
New Approach ◽  
Negative Change ◽  
Starting Point ◽  
The Status ◽  
Positive Feelings ◽  
Negative Feelings

Is the pain of a loss greater in magnitude than the pleasure of a comparable gain? Studies that compare positive feelings about a gain with negative feelings about a comparable loss have found mixed answers to this question. The pain of a loss can be greater than, less than, or equal to the pleasure of a comparable gain. We offer a new approach to test hedonic loss aversion. This method uses emotional reactions to the reference point, a positive change, and a negative change. When we manipulated the reference point (i.e., pleasurable and painful), two distinct patterns emerged. Pain surpassed pleasure (loss aversion) when the reference point was positive, and pleasure exceeded pain (gain seeking) when the reference point was negative. A reference-dependent version of prospect theory accounts for the results. If the carriers of utility are changes from a reference point—not necessarily the status quo—both loss aversion and gain seeking are predicted. Loss aversion and gain seeking can be reconciled if you take the starting point into account.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

scholarly journals Awe and Epistemology in a Science Museum

2019 ◽  
Author(s):  
Aaron Price ◽  
Kimberly A Quinn ◽  
Jana Greenslit ◽  
Lauren Applebaum ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Science Museum ◽  
Informal Science ◽  
Science Museums ◽  
Self Perceptions ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Aesthetic Thinking ◽  
The Relationship

Museums are located at the intersection of awe and learning: When guests arrive, they are expecting to be amazed, inspired, and educated. This is particularly true in science museums, and researchers have pointed to awe as an epistemic emotion that can promote science learning. We present two studies of awe in a science museum. The first study (n = 293) examined how awe—conceptualized as a multifaceted construct associated with positive feelings of liberation/connection, negative feelings of oppression/isolation, chills, and diminished-self perceptions—differed across museum locations and in relation to prior knowledge. The second study (n = 708) expanded the investigation to also examine the relationship between awe and critical thinking. Across both studies, we found that, relative to baseline spaces, vast, beautiful spaces elicited positive awe-related emotions (amazement, curiosity) and stronger awe correlates (chills, diminished-self perceptions); vast, threatening spaces also elicited stronger amazement, chills, and diminished-self perceptions—but also stronger oppression/isolation. In both studies, pre-visit knowledge was associated with awe experiences during the visit. In Study 2, we also found evidence for relationships between awe and skepticism and aesthetic thought, two aspects of critical thinking: Positive aspects of awe (liberation/connection, curiosity) were associated with more skepticism, and negative aspects of awe (oppression/isolation, disorientation) with less skepticism. In terms of aesthetic thinking, diminished-self perceptions were associated being able describe observed roles and actions, and chills were associated with being able to describe personal opinions. These results support the assertion that awe can be used to encourage engagement and learning in informal science settings.

scholarly journals Distance learning of foreign languages for students of economic specialties

2021 ◽  
Vol 5 (S4) ◽  
pp. 780-798
Author(s):  
Iryna Hnatyshena ◽  
Inna Khariuk ◽  
Inessa Azarova ◽  
Iuliia Ivanytska
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Analysis Method ◽  
Professional Orientation ◽  
Experimental Teaching ◽  
Diagnostic Models ◽  
Economic Profile ◽  
The Subject

Distance education at lightning-fast speed has become the only possible form of education. Distance learning of a foreign language for students of higher educational institutions has a number of advantages due to the fact that we are talking about pedagogical interaction with the age group of psychologically mature individuals with relatively formed mechanisms of motivation and outlined personal and professional orientation. The purpose of the present research is a comprehensive analysis of the process and results of distance learning of a foreign language (English) for students of economic specialties. The research methods are as follows: the analysis of modern opportunities for organizing distance learning; study of theoretical and methodological papers on the subject matter; method of experimental teaching of foreign languages with an emphasis on tactics of stimulating the personal and motivational sphere of students’ educational activities; development of author’s diagnostic models in order to reveal the dynamics of development of knowledge and practical skills in a foreign language of students of economic profile; qualitative and quantitative analysis of empirical data; statistical and mathematical interpretation of results, their functional analysis; method of generalization and abstraction. According to the data obtained, the hypothesis of the research has been confirmed.

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