scholarly journals ASESMEN TEKNOLOGI E-LEARNING PADA PENDIDIKAN MENENGAH ATAS

2021 ◽  
Vol 1 (2) ◽  
pp. 116-124
Author(s):  
ANITA FEBRIANY LUMBANGAOL ◽  
SANTI PANJAITAN ◽  
METIOVANI JULIANTI ◽  
FELIX ARNES SITORUS ◽  
OKY RAHAYU ◽  
...  
Keyword(s):  
High School ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Rapid Development ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
Criteria And Indicators ◽  
Technological Advances ◽  
E Learning

The rapid development of technology has pushed the need for the teaching and learning process in secondary schools on a technology basis. Thus, secondary education must align itself with technological advances where one of the steps that can be taken is to implement technology-based learning or e-learning. Therefore, this study aims to formulate criteria and indicators for technology assessment with a technometric methodology, where these criteria will be grouped into 4 aspects, namely Technoware, Humanware, Infoware, and Orgaware. Through this research, it will be known whether the implementation of e-learning at the secondary education level has met the standards needed by students in developing their potential. So, the results obtained are that in the instrument of degrees of sophistication in e-learning at the high school level (SMA) there are components of supporting technology in e-learning in high school education, including technoware, humanware, infoware and orgaware which consists of criteria, sub-criteria, and sub-sub-criteria. ABSTRAK Perkembangan teknologi yang semakin pesat, mendorong kebutuhan dalam proses belajar mengajar di sekolah menengah dengan basis teknologi. Maka, pendidikan menengah harus menyelaraskan diri dengan kemajuan teknologi dimana salah satu langkah yang dapat dilakukan adalah dengan melaksanakan pembelajaran yang berbasis teknologi atau e-learning. Oleh karena itu, penelitian ini bertujuan untuk merumuskan kriteria dan indikator penilaian teknologi atau e-learning dengan metodologi teknometrik, dimana kriteria tersebut akan dikelompokkan menjadi 4 aspek yaitu Technoware, Humanware, Infoware, dan Orgaware. Melalui penelitian ini akan diketahui apakah pelaksanaan e-learning di jenjang pendidikan menengah sudah memenuhi standar yang dibutuhkan peserta didik dalam mengembangkan potensinya. Maka, hasil yang diperoleh bahwa di dalam instrumen derajat kecanggihan dalam e-learning tingkat Sekolah Menengah Atas (SMA) terdapat komponen – komponen teknologi pendukung dalam e-learning pada pendidikan menengah atas antara lain technoware, humanware, infoware dan orgaware yang di dalamnya terdiri dari kriteria, sub kriteria, dan sub-sub kriteria.

scholarly journals Bahan Ajar Berbasis Kearifan Lokal bagi Guru-Guru MGMP Bahasa Inggris Tingkat SMP Kabupaten Tanah Laut

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Rina Listia ◽  
Noor Eka Chandra ◽  
Eka Puteri Elyani
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
School Level ◽  
Teaching Materials ◽  
High School Level ◽  
Junior High School Level

Bahasa Inggris di SMP berisi tentang teks singkat tentang deskripsi, naratif, dan prosedural. Idealnya, para siswa diberikan teks bahan ajar yang dekat dengan kehidupan mereka. Kearifan lokal yang ada pada daerah siswa dapat menjadi media belajar yang otentik bagi siswa. Di sisi lain, guru-guru Bahasa Inggris, khususnya pada jenjang SMP di Kabupaten Tanah Laut sebagian besar belum terbiasa mengembangkan bahan ajar yang bermuatan kearifan lokal. Kegiatan pengabdian masyarakat ini memiliki tujuan agar guru-guru Bahasa Inggris yang ada di Kabupaten Tanah Laut dapat memodifikasi, membuat, dan mengaplikasikan bahan ajar berbasis kearifan lokal daerahnya dalam proses pengajaran dan pembelajaran. Sasaran kegiatan pengabdian masyarakat ini adalah Guru-guru Bahasa Inggris SMP yang tergabung dalam MGMP Bahasa Inggris se-Kabupaten Tanah Laut yang berjumlah 50 orang.  Metode yang digunakan pada pengabdian masyarakat ini adalah kualitatif. Hasil pelatihan ini berupa bahan ajar yang meliputi teks deskriptif, naratif, dan prosedural berbasis kearifan lokal Kabupaten Tanah Laut. Bahan ajar dibuat oleh para guru MGMP Bahasa Inggris tingkat SMP Kabupaten Tanah laut. Bahan ajar yang dihasilkan oleh para guru adalah berupa 3 tipe teks bacaan yang dipelajari siswa pada level SMP dan sesuai dengan kearifan lokal yang ada di KabupatenTanah Laut. Teks-teks yang dihasilkan diaplikasikan pada proses pengajaran dan pembelajaran di dalam kelas oleh guru-guru Bahasa Inggris di Kabupaten Tanah Laut. Jadi, ketersediaan dan pengaplikasian bahan ajar yang berupa teks-teks bermuatan kearifan lokal yang dibuat oleh para guru memudahkan siswa dalam proses belajar secara otentik dan juga memudahkan siswa dalam menerapkan pengetahuan sesuai dengan keadaan dan lingkungan di Kabupaten Tanah Laut.  English in junior high contains short texts on description, narrative, and procedural. Ideally, students are given the text of teaching materials that are close to their lives. Local wisdom in the student area can be an authentic learning medium for students. On the other hand, English teachers, especially on junior high school level in Tanah Laut Regency, are mostly not accustomed to developing teaching materials related to local wisdom.  This community is aimed to give opportunity to English teachers in Tanah Laut Regency to modify, create, and apply local wisdom teaching materials in the teaching and learning process. 50 English teachers of junior high school are members of English MGMP of junior high school in Tanah Laut Regency. The method used in this community service is qualitative. The workshop's result is in the form of teaching materials, which include descriptive, narrative, and procedural texts based on local wisdom of Tanah Laut Regency. Teaching materials were created by English teachers of English MGMP of junior high school in Tanah Laut Regency. The resulting texts are implemented in the teaching and learning process in the classroom by English teachers in Tanah Laut Regency. Teaching materials produced by the English teachers are in the form of three genres of reading texts that students learn on the level of junior high school, and they are also in accordance with the local wisdom in Tanah Laut Regency. English teachers of junior high school apply the resulting texts on the teaching and learning process in the classroom. It can be concluded that the availability and application of teaching materials in the form of local wisdom texts created by English teachers enable students to learn materials authentically and also help students apply the knowledge that fits with the condition and environment in Tanah Laut Regency. 

scholarly journals The Lacuna of Secondary Skills Among High School Students of South Coastal Andhra Pradesh

2021 ◽  
Vol 9 (5) ◽  
pp. 123-134
Author(s):  
Palle Manohar ◽  
Dr.G.Chenna Reddy
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
English Language ◽  
School Level ◽  
High School Level ◽  
School Students

The present paper covers the teaching and learning process of English language teaching in government schools of Andhra Pradesh. As the aim of the syllabus by the SCERT, Andhra Pradesh, the learners of English are expected to achieve proper communication skills to apply it in the global context. Bright and Marc Gregor (1978) have remarked that “there is no language learning without exposure” At this juncture mere knowledge of English, based upon listening, speaking, reading and writing directed towards acquisition of communication skills among high school students. The present study intended to find out the lacuna of secondary skills in English language among the students at high school level. An Oxford dictionary defines lacuna as ‘an absent part’. This paper portrays the percentage of expected and achieved skills of the students which is technically the term called as ‘Lacuna’. Most of the students are promoted to the next classes without adequate all the skills expected by the SCERT. Gradually the differences between expected and achieved skills have been increasing by the students year by year. At this juncture, it is very much needed to fill the lacuna between expected and achieved skills among the students for the strong foundation of the students in the field of communication skills.

scholarly journals The Initiatives to Strengthen Teachers' Online Learning Skills During the Covid-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 1917-1923
Author(s):  
Tengku Muhammad Sahudra ◽  
Raja Novi Ariska ◽  
Nursamsu Nursamsu
Keyword(s):  
High School ◽  
Online Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Research Approach ◽  
Vocational High School ◽  
High School Level ◽  
Learning Skills ◽  
A Value ◽  
Learning Platforms

This study aimed to ascertain measures to enhance teachers' ability to teach online during the covid 19 pandemic. Action research is the research approach used in this type of research. The research was qualitative, describing the efforts to improve teachers' abilities to incorporate online learning into the teaching and learning process. This study was conducted at the MGMP for geography teachers at the senior high school and vocational high school level in Aceh Tamiang Regency. This study shows that teachers' competency in online learning is increasing, with the first cycle having a value of 0.45 per cent and the second cycle having a value of 0.80 per cent; hence, the two cycles predict growth in instructors using online learning in the future. Teachers can utilize a variety of technology-based online learning platforms, including Google Classroom, Edmodo, Quizizz, and Schoology.

scholarly journals A SURVEY OF THE TEACHING OF STATISTICAL LITERACY, REASONING AND THINKING: TEACHERS’ CLASSROOM PRACTICE IN MEXICAN HIGH SCHOOL EDUCATION

2021 ◽  
Vol 20 (2) ◽  
pp. 13
Author(s):  
ANA LUISA GÓMEZ-BLANCARTE ◽  
REYNALDO ROCHA CHÁVEZ ◽  
ROSA DANIELA CHÁVEZ AGUILAR
Keyword(s):  
High School ◽  
Classroom Practice ◽  
Likert Scale ◽  
School Education ◽  
High School Education ◽  
School Level ◽  
Educational Systems ◽  
High School Level ◽  
Statistical Literacy ◽  
Study Programs

This paper presents partial results of a one-year project funded by a grant from Mexico’s National Science and Technology Council and the National Institute for the Evaluation of Education that was designed to characterize the teaching of statistics in Mexican high school education. Work was organized in two 6-month phases. The first stage involved documentary research that consisted of analyzing the study programs of statistics courses used at 12 high school-level educational systems. The second used the field research technique to design and administer a survey called “Teaching Statistical Literacy, Reasoning and Thinking” (TSLRT), that was answered by 754 high school statistics teachers at those 12 educational systems. Both phases were based on the theoretical ideas of statistical literacy, reasoning and thinking, and were conducted with the aim of constructing a reference framework to analyze the study programs (phase one) and design the items included in the TSLRT survey (phase two). Here, we report results from the survey applied, which was comprised of 18 items on sociodemographic variables and 65 Likert scale items that measured the degree to which teachers’ classroom practice focused on elements of statistical literacy, reasoning and thinking, or shared elements. Confirmatory factor analysis was applied to the responses to the 65 Likert scale items. Results indicate that the responses fit a one-dimensional model. Finally, we discuss the pedagogical and theoretical implications of the TSLRT survey results.  Abstract: Spanish En este artículo, reportamos parte de los resultados de un Proyecto de investigación de un año, el cual fue financiado por el Consejo Nacional de Ciencia y Tecnología y el Instituto Nacional para la Evaluación Educativa. El Proyecto fue diseñado para caracterizar la enseñanza de la estadística en la Educación Media Superior mexicana, y se organizó en dos fases de 6 meses cada una. La primera etapa involucró un estudio documental que consistió en analizar los programas de estudio de la materia de estadística utilizados en 12 diferentes sistemas educativos de educación media superior. La segunda usó la técnica de investigación de campo para diseñar y administrar un cuestionario llamado “Enseñanza de una Cultura, Razonamiento y Pensamiento Estadístico” (TSLRT, por sus siglas en inglés). El cuestionario fue respondido por 754 profesores de educación media superior que imparten la materia de estadística y laboran en escuelas de los 12 sistemas educativos mencionados. Ambas fases estuvieron basadas en las ideas teóricas de cultura, razonamiento y pensamiento estadístico con el objetivo de construir un marco de referencia para analizar los programas de estudio (fase uno) y diseñar los ítems incluidos en el cuestionario TSLRT (fase dos). Aquí, reportamos los resultados del cuestionario aplicado, el cual consistió en 18 ítems sobre variables sociodemográficas y 65 ítems de escala Likert que midieron el grado en que la enseñanza del profesor se centra en elementos de una cultura, razonamiento y pensamiento estadístico, o en elementos comunes. Se aplicó un análisis factorial de confirmación a las respuestas de los 65 ítems. Los resultados indican que las respuestas se ajustan a un modelo unidimensional. Finalmente, discutimos las implicaciones pedagógicas y teóricas de los resultados del cuestionario.

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

scholarly journals Creating opportunities for science PhDs to pursue careers in high school education

2013 ◽  
Vol 24 (21) ◽  
pp. 3292-3296
Author(s):  
Kari M. H. Doyle ◽  
Ronald D. Vale
Keyword(s):  
High School ◽  
National Research Council ◽  
The United States ◽  
Teaching Profession ◽  
School Education ◽  
High School Education ◽  
School Level ◽  
High School Level ◽  
National Research Council Report ◽  
K 12

The United States is confronting important challenges at both the early and late stages of science education. At the level of K–12 education, a recent National Research Council report (Successful K–12 STEM Education) proposed a bold restructuring of how science is taught, moving away from memorizing facts and emphasizing hands-on, inquiry-based learning and a deeper understanding of the process of science. At higher levels of training, limited funding for science is leading PhDs to seek training and careers in areas other than research. Might science PhDs play a bigger role in the future of K–12 education, particularly at the high school level? We explore this question by discussing the roles that PhDs can play in high school education and the current and rather extensive barriers to PhDs entering the teaching profession and finally suggest ways to ease the entrance of qualified PhDs into high school education.

scholarly journals Applying Funds of Knowledge in a New Zealand High School: The Emergence of Team-based Collaboration as an Approach

2021 ◽  
Author(s):  
◽  
Linda Mary Hogg
Keyword(s):  
High School ◽  
New Zealand ◽  
Teaching And Learning ◽  
Funds Of Knowledge ◽  
School Level ◽  
Future Research ◽  
Effective Teacher ◽  
High School Level ◽  
Teacher Student ◽  
Pasifika Students

<p>Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for more effective teacher practices to support minoritized students‟ learning, in the interests of social justice. Learning about students' funds of knowledge (FoK) allows teachers to offer relevant learning experiences, achieving a fuller socio-constructivist approach to teaching and learning (González, Moll, & Amanti, 2005). This study explores the relevance of the FoK concept in the New Zealand context, and its application at high school level.  For the purposes of this qualitative study, participants (n = 21) from a high school community were organized into five teams; three teams included a teacher, students, and their parents, and two included a teacher and students. Each team negotiated, implemented, and evaluated strategies for the teacher to learn about students' FoK.  Findings highlight the dual layer of benefits arising from participation in collaborative teams and teacher inquiry into students' FoK. Each team formed a temporary system which transcended school norms and values, allowed members to interact in new ways, and provided a safe space for exploration of the application of FoK. A conceptual map outlining elements of the team-based collaboration (TBC) approach identifies factors related to purpose, participants, and process which generated each team's culture. Complex interplay of contextual elements influenced teams' milieu, decision-making, and valued outcomes.  Valued outcomes included: identification of diverse FoK held by Māori and Pasifika students; development of closer teacher-student relationships and increased mutual commitment; greater evidence of effective learning behaviors in class; and pedagogical applications that were congruent with existing teaching programs. Barriers to valued outcomes suggest areas for participant training; these included the matching of strategy choice to participants to illuminate FoK, traditional teacher-student dynamics, and time and timing. Implications for teacher practice and future research are identified.</p>

scholarly journals Lacuna of Primary Skills Among High School Students of South Coastal Districts in Andhra Pradesh

2021 ◽  
Vol 9 (2) ◽  
pp. 181-192
Author(s):  
Palle Manohar ◽  
Dr.G.Chenna Reddy
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
English Language ◽  
School Level ◽  
High School Level ◽  
School Students

The present paper covers the teaching and learning process of English language teaching in government schools of Andhra Pradesh. As the aim of the syllabus by the SCERT, Andhra Pradesh, the learners of English are expected to achieve proper communication skills to apply it in the global context. Bright and Marc Gregor (1978) have remarked that “there is no language learning without exposure” At this juncture mere knowledge of English, based upon listening, speaking, reading and writing directed towards acquisition of communication skills among high school students. The present study intended to find out the lacuna of primary skills in English language among the students at high school level. An Oxford dictionary defines lacuna as ‘an absent part’. This paper portrays the percentage of expected and achieved skills of the students which is technically the term called as ‘Lacuna’. Most of the students are promoted to the next classes without achieving all the skills expecting by the SCERT. Gradually the difference between expected and achieved skills have been increasing by the students year by year. At this juncture, it is very much needed to fill the lacuna between expected and achieved skills among the students for the strong foundation of the students in the field of communication skills.

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