scholarly journals PENGGUNAAN SCHOOLOGY UNTUK MEMERIHALKAN ISU DALAM PENDIDIKAN MORAL MENERUSI KELAS BERBALIK (FLIPPED CLASSROOM) [THE USAGE OF SCHOOLOGY TO DESCRIBE ISSUE IN MORAL EDUCATION THROUGH FLIPPED CLASSROOM]

2019 ◽  
pp. 295-307
Author(s):  
Shasitharan Raman Kutty ◽  
Vasanthan Gurusamy ◽  
Noor Banu Mahadir Naidu ◽  
Chander Vengadasalam
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Moral Education ◽  
Research Design ◽  
Flipped Classroom ◽  
Moral Issues ◽  
Moral Thinking ◽  
Teaching Process ◽  
Online Platform ◽  
Learning Platforms

Penggunaan platform pembelajaran dalam proses pengajaran semakin meluas sejak kebelakangan ini. Dalam Pendidikan Moral, platform secara talian Schoology di dalam Kelas Berbalik (Flipped Classroom) telah menjadi wahana baharu di dalam Pendidikan Moral untuk mengembangkan pemikiran moral. Kajian kualitatif yang menggunakan reka bentuk kajian tindakan telah digunakan dalam kajian ini. Temu bual berfokus telah dilaksanakan terhadap 6 orang guru praperkhidmatan (GPP) opsyen Pendidikan Moral yang menggunakan platform Schoology. Dapatan kajian mengetengahkan GPP berupaya memerihalkan isu moral daripada tiga tema pembelajaran yang dibincangkan. Dapatan kajian juga mendapati GPPP berupaya mengembangkan elemen pemikiran moral setelah perbincangan dilaksanakan menerusi aktiviti seperti menonton video dan maklum balas yang diberikan di dalam platform secara talian Schoology (peringkat prapengajaran dan pasca pengajaran). [The use of learning platforms in the teaching process has been growing in recent years. In Moral Education, Schoology's online platform in Flipped Classroom has become a new mode to develop moral thinking. Qualitative studies using action research design have been used in this study. Focus interviews have been implemented on 6 Moral Education preservice teachers who use the Schoology platform. The findings highlighted that preservice teachers are able to describe the moral issues of the three learning themes discussed. The findings also found that Moral Education preservice teachers was able to develop the moral thinking element after discussions were conducted through activities such as watching videos and feedback provided on the platform online Schoology (pre-teaching and post-teaching).]

A switch from flipped classrooms to emergency remote online teaching (EROT): misconceptions, instructors and preservice teachers perceptions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Preservice Teachers ◽  
Research Design ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Emergency Situation ◽  
Teaching Staff ◽  
Exploratory Research ◽  
Content Type ◽  
Use Of Resources ◽  
Flipped Classrooms

PurposeThis study intends to examine these misconceptions in a bid to reaching a valid conclusion. More importantly, this study intends to elicit information from instructors and preservice teachers on their experiences, successes and challenges on the sudden switch from flipped classroom to emergency remote online teaching.Design/methodology/approachThe study adopted a qualitative research design and the main focus of this research design which was is a form of exploratory research design was to understand the reasons opinions and viewpoints of a particular group of people concerning a situation. This paper deems this research design fit for eliciting relevant information from instructors and preservice teachers on their opinions and perceptions on the sudden shift from flipped classrooms to emergency remote online teaching during the previous semester. Data collection for this study was carried out through the use of focus group discussions where participants were asked questions based on the objective of the study.FindingsThe present findings confirm that the mode of instruction delivery was not online teaching rather emergency remote online teaching. Another conclusion that was drawn was with regards to training, use of resources and issues of measurement and evaluation. The study summarized that there was little or no training for the teaching staff before the switch to EROT as instructors were only given guidelines on what to do to implement their lesson plans.Originality/valueEmergency remote online teaching is a newly emerging approach to lesson delivery, especially in an emergency situation. This study elaborates more on this new dimension of teaching and future prospects as well.

PENGGUNAAN MEDIA KARTU DALAM PEMBELAJARAN BAHASA JEPANG UNTUK PENINGKATAN HASIL BELAJAR SISWA KELAS XI IPA 5 SMAN 1 RENGAT

2015 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Maya Indah Wahyuni
Keyword(s):  
Action Research ◽  
Research Design ◽  
Learning Process ◽  
Action Observation ◽  
Japanese Language ◽  
Plan Action

The research is aimed to see and give the description whether the using of card as a learning media can increase the students` achievement in learning japanese language this research design uses action research that consists of two cycles. Every cycle consists of plan, action, observation, and reflection. The instrument used to know the students` activity during the teachung and learning process.This research consists of two cycles. Every cycle consits of four meetings. If there is a weakness in the first cycle, it result will be repaired in the second cycle. The result of the research is that 1, 56% students listens teacher`s explanation, 14, 06 % students take note from the tacher`s explanation, 44, 53 % students give opinion, 23, 44 % students ask questions, and 43, 34 % students answer the questions. By using card as media in learning process, it is hoped that the students will be motivated and interested in learning japanese language.Key words : media card, development of the result learning

PELAKSANAAN SUPERVISI AKADEMIK PENGAWAS SEKOLAH DALAM MENINGKATKAN KINERJA GURU SEKOLAH DASAR DI KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 763
Author(s):  
Asniarny Asniarny
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Action Research ◽  
Elementary School Teachers ◽  
Research Design ◽  
Teacher Performance ◽  
School Teachers ◽  
Average Percentage ◽  
Planning Implementation ◽  
The City

This research is motivated by poor teacher performance. For this reason the aim of this research is to improve teacher performance by carrying out academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, reflection. This research was conducted at the target schools in Dumai city from March 4 to April 27. The subjects of this study were grade IV elementary school teachers totaling 11 people. Data analysis instruments use observation sheets that are analyzed and described according to the criteria set. The results showed that the teacher's performance in the first cycle had an average percentage of 65% with sufficient criteria, classically the number of teachers who achieved the indicator of success was 3 people (27%). After repairs with academic supervision, the performance of teachers in the second cycle increased with a percentage of 81% with sufficient criteria. Classically the number of teachers who achieved good performance was 9 people (81%). The conclusion of this study is the implementation of academic supervision can improve the performance of elementary school teachers in the city of Dumai.

Flipped Classroom in Higher Education: Evaluation of the Process in the Framework of Community of Inquiry

2021 ◽  
pp. 004723952110316
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Data Collection Tool ◽  
Spring Semester ◽  
Very High

The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students were preservice teachers studying Computer Education and Information Technology in the third grade in the Van region in Turkey. There were a total of 19 students, of which 12 are male and seven are female. FC process was carried out in the spring semester of 2018–2019 and lasted 11 weeks in total. A mixed-method design was used to gathering the data. Therefore, the research design was an explanatory design from mixed-methods designs. The quantitative data collection tool was the Turkish version of the Community of Inquiry Survey. The quantitative data were analyzed by dividing the students into very low, low, high, and very high levels. The qualitative data collection tool was the interview form created concerning the community of inquiry model. The qualitative data were analyzed by the use of the community of inquiry coding template's themes. At the end of the instruction process, students had a very high level of cognitive, social, and teaching presence perception. This situation was detailed and supported with the qualitative data obtained. Concerning the cognitive presence, the students firstly talked about that they started the learning process with videos. Regarding the social presence, they mentioned the motivating effect of the questions. About the teaching presence, participants firstly mentioned the direct instruction role of the videos.

SUBSTANTIVE MORAL THEORY

2007 ◽  
Vol 25 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Philip Pettit
Keyword(s):  
Philosophy Of Science ◽  
Moral Theory ◽  
Moral Obligations ◽  
Moral Issues ◽  
Moral Thinking ◽  
Scientific Thought ◽  
Moral Thought ◽  
Present Essay ◽  
Self Interest ◽  
The Common

Philosophy can serve two roles in relation to moral thinking: first, to provide a meta-ethical commentary on the nature of moral thought, as the methodology or the philosophy of science provides a commentary on the nature of scientific thought; and second, to build on the common presumptions deployed in people's moral thinking about moral issues, looking for a substantive moral theory that they might support. The present essay addresses the nature of this second role; illustrates it with substantive theories that equate moral obligations respectively with requirements of nature, self-interest, benevolence, reason and justifiability; and outlines a novel competitor in which the focus is shifted to requirements of co-reasoning and respect.

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