scholarly journals data output artikel bali 2018

2018 ◽  
Author(s):  
ivasarifah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Cognitive Test ◽  
School Teachers ◽  
Confirmatory Factor ◽  
Data Output

This study aims to analyze the effect of self-efficacy belief and knowledge in constructing tests on the quality of teacher in making mathematical cognitive test instruments. Data was conducted to 100 elementary school teachers. Analysis of this study using statistical Confirmatory Factor Analysis techniques is then calculated by The Estimate of Structural Equation Models (SEM). This study found that the role of self-efficacy beliefs and constructive knowledge had a significant impact on the quality of mathematical cognitive test instruments made by elementary school teachers.

scholarly journals data artikei ictest 2018

2018 ◽  
Author(s):  
ivasarifah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Cognitive Test ◽  
School Teachers ◽  
Analysis Techniques

This study aims to analyze thee ffect of self-efficacy belief and knowledge in constructing tests on thequality of teacher in making mathematical cognitive test instruments. Data was conducted to 100 elementary school teachers. Analysis of this study using statistica lConfirmatory Factor Analysis techniques is then calculated by The Estimate of Structural Equation Models (SEM). This study found that the role of self-efficacy beliefs and constructive knowledge had a significant impact on the quality of mathematical cognitive test instruments made by elementary school teachers.

scholarly journals PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN EFIKASI DIRI GURU TERHADAP KINERJA GURU

2019 ◽  
Vol 1 (2) ◽  
pp. 173-188
Author(s):  
Nuzilal Haq ◽  
Imam Tholkhah ◽  
Amie Primarni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Significance Test ◽  
School Principal ◽  
Coefficient Of Determination ◽  
Regression Equations ◽  
School Teachers ◽  
Research Hypothesis

ABSTRACT The phenomenon that occurs based on data from the Bogor District Education Office, regarding Elementary School Teachers in Cluster IV, Pamijahan sub-district, Bogor Regency, turns out that the performance of elementary school teachers is still low. This is shown from the average results of the performance evaluation of elementary school teachers in Cluster IV Pamijahan sub-district by the Bogor District Government in collaboration with the Bogor District Education Office in 2016 showing that the performance of elementary school teachers in Cluster IV Pamijahan sub-district Bogor Regency is relatively low at an average of 41 72%. If this problem does not get attention and is left by educators including the principal, then the quality of the learning process will remain low, making it impossible for efforts to improve the quality of education to achieve significant results. This study aims to determine and find the relationship between the principal's leadership and teacher's self-efficacy both together and partially with the performance of teachers in Cluster IV Pamijahan sub-district. This study uses correlational research methods to solve problems. The population in this study were all elementary school teachers in Cluster IV, Pamijahan sub-district, Bogor Regency with a total of 283 people. The sample in this study was taken with Stratifield Proportional Random Sampling totaling 166 respondents from 34 public elementary schools in Cluster IV Pamijahan sub-district. Data collection techniques for all variables using a questionnaire. Data analysis techniques using correlation analysis, multiple correlation, regression, multiple regression and coefficient of determination with the prerequisite test analysis is the normality test. Based on the results of the study it can be concluded: (1) Based on the results of the test of the significance of the correlation shows that t arithmetic > t table (2.268> 1.981) Thus the research hypothesis which states there is a relationship between the leadership of the school principal and the performance of elementary school teachers in group IV Pamijahan District is proven to be true. (2) Based on the results of testing the significance of the correlation shows that t arithmetic> t table (2.767> 1.981) Thus the research hypothesis which states that there is a relationship between self-efficacy and the performance of elementary school teachers in cluster IV Pamijahan District tested the truth. (3) Based on the results of the significance test of multiple linear regression equations, Fcount is 3.78 while Ftable for denominator 2 and numerator 109 for confidence level α = 0.05 is 3.08 which means the value of Fcount> Ftable (3.78> 3, 08). This shows that Ho was rejected, meaning Ha who stated there was a positive relationship between the principal's leadership and the teacher's self-efficacy together with the teacher's performance was acceptable Keywords: Teacher Performance, Principal Leadership and Teacher Self-Efficacy

scholarly journals DOES ELEMENTARY SCHOOL TEACHER’S PERFORMANCE MATTER?

2021 ◽  
Vol 40 (1) ◽  
pp. 242-252
Author(s):  
Muhamad Afandi ◽  
Sri Wahyuningsih ◽  
Linda Ika Mayasari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Structural Equation ◽  
Teaching Experience ◽  
Holistic Education ◽  
Public Elementary Schools ◽  
Confirmatory Factor ◽  
School Learning ◽  
And Gender

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

Mindfulness Training for Teachers: A Pilot Program

2004 ◽  
Vol 9 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Maria Napoli
Keyword(s):  
Elementary School ◽  
Curriculum Development ◽  
Elementary School Teachers ◽  
Training Program ◽  
Mindfulness Training ◽  
Pilot Program ◽  
School Teachers ◽  
Personal Lives ◽  
Mindfulness Skills

This article discusses the results of three elementary school teachers’ feedback from a mindfulness-training program. Mindfulness is the ability to pay attention to what’s happening now without judgment. The training consisted of breathwork, bodyscan, movement, and sensorimotor activities. Results of interviews with the teachers revealed that teachers used the mindfulness skills to (a) aid in curriculum development and implementation, (b) deal with conflict and anxiety, (c) improve the quality of their personal lives, and (d) facilitate positive changes in the classroom.

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals THE IMPLEMENTATION OF 2013 CURRICULUM AT ELEMENTARY SCHOOL

EDUTECH ◽  
2015 ◽  
Vol 14 (1) ◽  
pp. 52
Author(s):  
Rudi Susilana
Keyword(s):  
Elementary School ◽  
Best Practices ◽  
Elementary School Teachers ◽  
Working Group ◽  
Best Practice ◽  
Curriculum Implementation ◽  
School Teachers ◽  
Planning Activity ◽  
Planning Implementation

Abstract. The implementation of the new 2013 Curriculum in schools has been started in July 2013. The implementation of the curriculum is expected to increase the quality of management and process of education at any unit of education that leads to the effort of improving the quality of learning and education. In connection with the application of the new curriculum, this research would like to reveal the problems regarding how elementary school teachers respond to the implementation of 2013 Curriculum in Bandung City with regard to planning, implementation, and assessment of curriculum. It also studied the best practice which can be emulated in terms of planning, implementation and assessment of curriculum conducted by elementary school teachers in Bandung City.The results showed that the response of elementary school teachers on the implementation of 2013 Curriculum in Bandung City was in the positive category. The planning activity was in the category of very positive while the implementation and assessment activities were in the positive category. Some best practices that can be emulated in planning, implementation and assessment conducted by the teachers in implementing the 2013 Curriculum are the activities of sharing, hearing, in-house training and real teaching modeling that were carried out in Teacher Working Group (KKG).Keywords: 2013 Curriculum, teachers’ response, best practice, curriculum implementation Abstrak. Penerapan kurikulum baru, yakni implementasi Kurikulum 2013 di sekolah telah dimulai sejak bulan Juli 2013.  Implementasi Kurikulum tersebut diharapkan mendorong peningkatan kualitas pengelolaan dan proses pendidikan pada setiap satuan pendidikan yang mengarah pada upaya peningkatan mutu pembelajaran dan pendidikan. Dilatarbelakangi oleh adanya penerapan kurikulum tersebut, penelitian ini ingin mengungkap permasalahan yang berkenaan dengan "Bagaimanakah respon guru SD terhadap terhadap implementasi Kurikulum 2013 di Kota Bandung dilihat dari kegiatan perencanaan, pelaksanaan, dan penilaian kurikulum? dan "Best Practice" apa yang dapat dicontoh dalam hal perencanaan, pelaksanaan, dan penilaian kurikulum yang dilakukan oleh guru SD di Kota Bandung? Hasil penelitian menunjukkan bahwa Respon guru SD terhadap terhadap implementasi Kurikulum 2013 di Kota Bandung berada pada kategori positif.  Untuk kegiatan perencanaan berada pada kategori sangat positif, sedangkan untuk kegiatan pelaksanaan dan penilaian kurikulum berada pada kategori positif. Terdapat beberapa  "best practice" yang dapat dicontoh dalam perencanaan, pelaksanaan, dan penilaian  dari guru SD di Kota Bandung terkait dengan implementasi Kurikulum 2013 berupa kegiatan "sharing", "hearing", "in house training", dan "modelling real teaching" yang dilaksanakan di KKG atau KKG gugus. Kata kunci:      Kurikulum 2013, Respon Guru dan Best Practice Implementasi Kurikulum.

Sign in / Sign up

Export Citation Format

Share Document