scholarly journals PERAN FURU KELAS DALAM MEMBERIKAN LAYANAN BIMBINGAN DAN KONSELING DI SDN WATUAJI 01 KABUPATEN JEPARA

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Fitria Martanti
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Classroom Teacher ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Classroom Teachers ◽  
School Teachers ◽  
Research Results

AbstrakKegiatan Bimbingan dan Konseling di Sekolah Dasar tidak diberikan oleh Guru Pembimbing secara khusus, sehingga guru kelas harus juga memberikan layanan bimbingan konseling kepada semua siswa tanpa terkecuali. Guru Sekolah dasar tentunya harus mendapat pengetahuan yang cukup selain dalam melaksanakan tugas sebagai guru kelas, juga dalam memberikan layanan bimbingan konseling. Penelitian ini berupaya untuk melihat bagaimana peran guru kelas dalam pelaksanaan Bimbingan Konseling di SDN Watuaji 01 Kabupaten Jepara. Adapun hasil penelitian menunjukkan pemberian layanan bimbingan dan konseling secara menyeluruh belum dilkukan secara maksimal. Guru juga belum melakukan catatan secara tertulis tentang berbagai permasalahan yang terjadi, solusi maupun perkembangan masalah hingga masalah tersebut dapat terselesaikan dengan baik. Adapun upaya yang dapat dilakukan untuk meningkatkan peran guru kelas dalam memberikan layanan bimbingan dan konseling adalah melakukan pelatihan tentang pelaksanaan pemberian layanan bimbingan dan konseling oleh guru Sekolah Dasar, menyelenggarakan berbagai seminar tentang upaya pemberian layanan bimbingan dan konseling oleh guru Sekolah Dasar dan pengupayaan peran maksimal Kelompok Kerja Guru (KKG) dan Musyawarah Guru Mata Pelajaran (MGMP)Kata Kunci: Guru Kelas, Bimbingan dan KonselinAbstractGuidance and Counseling in elementary school are not provided by Teachers Advisors specifically, so classroom teachers should also provide counseling services to all students without exception. The elementary school teacher surely must have sufficient knowledge in addition to carrying out duties as a classroom teacher, also in providing counseling services. This study attempted to see how the class teacher's role in the implementation of Guidance and Counseling at SDN 01 Watuaji Jepara regency. The research results indicate the provision of guidance and counseling services as a whole has not dilkukan maximum. She also has not made a written note of the various issues involved, as well as the development of problem solutions until the issue can be resolved properly. The effort can be done to enhance the role of19Fitria Martanti Peran Guru Kelas Dalam Memberikan Layanan….MAGISTRA - Volume 6 Nomor 2 Oktober 2015classroom teachers in providing guidance and counseling services is to conduct training on the implementation of the provision of guidance and counseling services by elementary school teachers, organizes various seminars on efforts to provide guidance and counseling services by elementary school teachers and the insistence on maximum role group Teachers work (KKG) and Subject Teachers Council.Keywords: Master Class, Guidance and Counseling

scholarly journals TINJAUAN ASPEK KUALIFIKASI PENDIDIK, PENGUASAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI, SERTA SUPERVISI AKADEMIK TERHADAP KEMAMPUAN MANAJEMEN KELAS PADA GURU SEKOLAH DASAR DI UPT PPD KECAMATAN PUNDONG KABUPATEN BANTUL

2019 ◽  
Vol 4 (1) ◽  
pp. 94-103
Author(s):  
Siti Haryani
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Positive Influence ◽  
Elementary School Teacher ◽  
Management Skills ◽  
School Teachers ◽  
Management Capabilities ◽  
Significant Positive Influence

The purpose of this study was to determine: (1) the influence of educator qualifications, the mastery of ICT, as well as academic supervision jointly against class management capabilities among elementary school teachers, (2) the effect of educator qualifications on classroom management skills in an elementary school teacher, (3) the effect of mastery of ICT on classroom management skills in an elementary school teacher, and (4) the effect academic supervision of classroom management capabilities at an elementary school teacher. This study applied the quantitative approach using the survey design. The population in this research was all elementary school teachers in UPT PPD Pundong, Bantul regency, in the academic year of 2017/2018, amounting to as much as 182 teachers distributed in 19 elementary schools. Samples in this study were 124 teachers, taken by proportional random sampling method. Data collection used questionnaires. The data analysis was conducted on the descriptive analysis, linearity and multicollinearity test, multiple regression analysis, partial correlation analysis, and donations predictors include effective contribution and relative contribution. The results showed that the educator qualifications, mastery of ICT and academic supervision simultaneously have a very significant positive influence to the ability of teachers in classroom management. It means that if educator qualifications, mastery of ICT, and academic supervision become better, the ability of teachers to manage the classroom will become better too. Partially, the educator qualifications have a very significant positive influence to the ability of teachers to manage the classroom. The mastery of ICT also has a significant positive effect on the ability of teachers in classroom management. As well as a partial academic supervision also has a very significant positive influence on the ability of teachers in classroom management. Therefore, it is necessary to improve the educator qualifications, mastery of ICT, and academic supervision to increase the ability of teachers in classroom management.

scholarly journals IMPROVED CLASS MANAGEMENT ABILITY IN PBM ACTIVITIES THROUGH CLINICAL SUPERVISION ON ELEMENTARY SCHOOL TEACHERS IN THE CLASSROOM UPT PPK JETIS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Siti Haryani
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Clinical Supervision ◽  
School Teacher ◽  
Classroom Teachers ◽  
School Teachers ◽  
Management Ability ◽  
Class Management ◽  
Type Of School

The Purpose of this research is to: 1) to know the implementation of clinical supervision as an effort to improve the ability of teachers in PBM activities of Kepuh elementary school teachers. 2) Take a clinical supervision measures to improve the ability in class management of Elementary School teacher. This research includes the type of school action research. The data collection techniques undertaken are with observations, tests and documentation as well as research instruments. Data analysis is done in every single round of action, this study implemented 2 cycles of research. Each cycle consists of four stages planning, implementation the plan, observing the implementing of the plan and reflecting or evaluation. The Setting of this research is the classroom teachers of SD kepuh of UPT PPK Jetis. The results showed that the teacher’s ability are improved.

scholarly journals PROFESSIONAL COMPETENCE UNDERSTANDING LEVEL OF ELEMENTARY SCHOOL IN IMPLEMENTING CURRICULUM 2013

2020 ◽  
Vol 2 (1) ◽  
pp. 99-105
Author(s):  
Wachidi Wachidi ◽  
Adrian Rodgers ◽  
Dmitriy Yu Tumanov
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Data Processing ◽  
Elementary School Teachers ◽  
Professional Competence ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Statistic Method ◽  
The Subject

The specific purpose of this study is to find out professional competence understanding level of elementary school teacher in implementing curriculum 2013 in Bengkulu city. This study used analytical descriptive. This study aimed at describing the professional competence understanding level of elementary school teacher in implementing curriculum 2013. The subject of this study was 100 teachers of elementary schools in Bengkulu City. The object of this study was related to professional competence understanding level of elementary school teacher in implementing Curriculum 2013. The data collecting was conducted by using questionnaire and document. Questionnaire was used to obtain the data about professional competence understanding level of elementary school teacher in implementing Curriculum 2013. To find out and to proof that questionnaire is valid was conducted by expert. Document was used to find out the number of elementary school teacher in Bengkulu City. After the data was collected it was verified, and was processed by using percentage statistic method. The data processing was then analyzed and concluded. In general this study concluded that elementary school teachers in Bengkulu city understands professional competence in implementing curriculum 2013.

scholarly journals Apakah Learning Start with a Question Efektif Digunakan dalam Microteaching?: Eksperimen pada Calon Guru Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 152-161
Author(s):  
Nina Gantina ◽  
Ahmad Khoiri
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Teacher Candidates ◽  
School Teacher ◽  
Sampling Technique ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Experiment Method ◽  
Skills Reinforcement

Prospective Elementary School Teachers have difficulty in understanding the science concepts. Beside, they are generally low in curiosity, passive in discussion, and lack of collaboration on microteaching activities. This study aims to: (1) Reveal how to apply the experimental-based LSQ learning model on microteaching activities for elementary school teacher candidates; (2) Examine the increase in curiosity and understanding the concept of science. The method used is a Quasi-experiment method with purposive sampling technique. The sample are 31 elementary school teacher candidates from Universitas Sains Al Quran, Wonosobo, Indonesia. The data about understanding the concept was collected through a test with 30 questions. The data about curiosity was collected by questionnaires and observation sheets. The results showed that there is an increase in the understanding of the concept based on the gain test of 0.3. Furthermore, based on the t-test of 4.01 and t-table of 1.99 (tcount t-table = 4.01 1.99), LSQ model is effective in increasing the curiosity. Curiosity through the four main skills found, namely: questioning skills, reinforcement, explanation skills, and classroom management. The average result of the competency percentage on LSQ learning is 72% (medium category). LSQ is strongly recommended to be applied by prospective elementary school teachers.

scholarly journals KOMPETENSI GURU MADRASAH IBTIDAIYYAH DALAM PEMBELAJARAN SAINS BERBASIS PENDIDIKAN KARAKTER

2019 ◽  
Vol 15 (1) ◽  
pp. 71-86
Author(s):  
Mukhlis Fatchurrohman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Instructional Strategy ◽  
Teaching Method ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Learning Science ◽  
School Teachers ◽  
Assessment Technique ◽  
Science Subject

This article reviews the importance of the competency of Elementary School or Islamic Elementary School Teachers in instruction of science subject. Learning science of elementary school teacher, in teaching science, should master instruction and teaching of science as well as its assessment technique, so that the students can achieve a determined indicator. From this article, it is found a conclusion that the standard of the successful teacher depends on the teacher’s personality, the mastery of teaching method, the teacher’s frequency and intensity of interaction with students and the mastery of instructional strategy.

scholarly journals FEATURES OF PROFESSIONAL TRAINING OF PRIMARY CLASS TEACHERS IN FOREIGN COUNTRIES

2020 ◽  
pp. 54-62
Author(s):  
Ye. Spitsin ◽  
T. Khmil
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Teacher Training ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Professional Activity ◽  
School Teachers ◽  
Foreign Experience ◽  
Foreign Countries

The article determines that elementary school is the first level in the process of obtaining general education for children and in their general intellectual, physical and social development. in practice, accordingly, it sets the task for professional education as well – to prepare future elementary school teacher as a social personality, capable of solving certain problems and tasks of professional activity under the conditions of mastering a system of skills and competences. The success of the pedagogical activity of an elementary school teacher implies a special preparedness in the institution of higher education – the formation of knowledge, skills and pedagogical competences aimed at the exercise of professional functions. Study of experience of foreign countries on the professional pedagogical training of elementary school teachers is an important condition for the formation of theoretical and methodological bases for optimization of the training of elementary school teachers in Ukrainian HEIs. An analysis of current approaches to the preparation of future primary school teachers in France, the United Kingdom and Japan makes it possible to highlight the trends that are characteristic of European and Japanese education, namely: training teachers in higher education, two-level education, student development taking into account socio-cultural features, forming in them the readiness for professional mobility, to study throughout their professional activity, creating conditions for internships abroad. Progressive ideas of foreign experience can be taken into account in the national practice of teacher training. Further scientific inquiries may be directed to the study of the content filling of the teacher training programs and the peculiarities of the organization of the educational process in the institutions of higher education of foreign countries. Learning and using the experience of other countries is one of the main methods of designing educational reforms in Ukraine. Using foreign experience will help to avoid many mistakes. In addition, the integration of Ukraine into the world and European educational spaces requires adaptation of national educational legislation to pan-European educational principles and practices. These include, in particular, the existence of certain standards of education and professional activity of teachers.

Inklusion an Grundschulen in Baden-Württemberg

2021 ◽  
Author(s):  
Heike Bold
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Administrator ◽  
Expert Interviews ◽  
School Teachers ◽  
Differentiated Teaching

Inclusion at elementary schools: Are elementary school teachers prepared for the task? Which competences are required in the implementation of inclusion concepts especially in (goal) differentiated teaching. Based on 46 expert interviews from elementary schools in Baden-Württemberg, the following study will present first answers to these complex questions and suggest possible (content for) teacher trainings. The author is elementary school teacher and school administrator with extensive knowledge in teaching children with and without special needs.

Sets—natural, necessary, (k)nowable?

1968 ◽  
Vol 15 (4) ◽  
pp. 337-340
Author(s):  
Dorothy Geddes ◽  
Sally I. Lipsey
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
School Curriculum ◽  
Elementary School Teacher ◽  
School Teachers

Is the idea of set appropriate for the elementary school curriculum? Elementary school teachers and others have not welcomed the inclusion of this new topic wholeheartedly. Some say, “Too much rigor” Others maintain that the language is too technical. They sec confusion instead of clarity. They recognize that the notions of counting and numeration grew out of man's need to keep track of his possessions but ask, “What historical rationale can be given for the notion of set?” Since the habit of thinking in terms of sets has become routine for mathematicians and other scientists,1 it is important for us to seek answers to the questions and concerns relating to sets raised by the elementary school teacher.

scholarly journals Developing social competence held in primary teacher inclusive education

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Mega Iswari
Keyword(s):  
Elementary School ◽  
Social Competence ◽  
Elementary School Teachers ◽  
Special Needs ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Primary Teacher ◽  
Average Score ◽  
Children With Special Needs ◽  
School Teachers

His study aims to develop social competence in elementary school teacher who organizes the educational system inclusions. As for the problems that often arise for teachers in schools is the lack of knowledge of teachers of children with special needs who become learners. Due to a variety of disorders experienced by learners. Thus it is necessary the development of social competence of teachers in order handling Children with special needs who would require special education services as well. This study was conducted to train elementary school teachers who organize educational inclusion. This type of research is the development of research carried out systematically, field tests, evaluated and improved to meet the prescribed criteria in terms of quality, effectiveness. Development procedures used to follow the steps of research and development put forward by Borg Gall (1983: 775).The results of this study proved that through training can develop social competence elementary school teacher education Inclusion in Padang, It is evident from the scores of teachers are given training before the average score of 78.8571 with n = 42, while the mean scores after receiving training average score increased to 87.5476. means social competence of teachers evolved into having the ability to communicate effectively with students, with fellow educators and fellow educators and parents and the community. Thus the social competence of elementary school teachers in developing after receiving training on Inclusion education provision for children with special needs.

scholarly journals Pemahaman Konsep Awal Calon Guru Sekolah Dasar Tentang Pecahan

2019 ◽  
Vol 8 (1) ◽  
pp. 61-70
Author(s):  
Lisnani Lisnani
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
School Teacher ◽  
Elementary School Teacher ◽  
School Teachers ◽  
Study Program ◽  
Equilateral Triangles

AbstrakTujuan dari penelitian ini adalah mengetahui gambaran proses pembelajaran pecahan menggunakan konteks puding dan bangun datar segitiga sama sisi dan mengetahui pemahaman konsep awal calon guru sekolah dasar tentang pecahan. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualititatif-kuantitatif. Subjek dari penelitian ini adalah calon guru SD Program Studi PGSD Semester III berjumlah 19 orang tahun akademik 2018/2019. Teknik pengumpulan data menggunakan wawancara terkait dengan pemahaman calon guru SD tentang pecahan dan tes. Hasil dari penelitian ini adalah sebagai berikut: 1) gambaran proses pembelajaran pecahan menggunakan konteks puding dan bangun datar segitiga sama sisi menunjukkan perbedaan jawaban antara calon guru SD yang satu dengan yang lain; 2) pemahaman konsep calon guru SD terhadap materi pecahan masih tergolong rendah sebesar 33,82%; 3) hasil wawancara menunjukkan bahwa calon guru SD terbantu (sebanyak 60%) melalui penggunaan konteks di dalam pembelajaran pecahan.  Understanding of the Basic Concept of the Basic School Teachers about FractionAbstractThe purpose of this study was to find out the description of the fraction learning process using the context of the pudding and to construct a flat equilateral triangle and to know the understanding of the initial concept of the elementary school teacher about fractions. The type of research used in this study is qualitative-quantitative research. The subjects of this study were 19th semester students of the PGSD Study Program in the 2018/2019 academic year. Data collection techniques used interviews related to the understanding of prospective elementary school teachers about fractions and tests. The results of this study are as follows: 1) description of the fraction learning process using the context of pudding and the flat build of equilateral triangles showing differences in answers between elementary school teacher candidates with one another; 2) the understanding of students' concepts of fraction material is still relatively low at 33.82%; 3) the results of interviews indicate that elementary school teacher candidates are helped (as much as 60%) through the use of context in fraction learning.

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