scholarly journals IMPLEMENTASI MANAJEMEN PEMBELAJARAN TERHADAP KONSEP DIRI DAN PRESTASI AKADEMIK MAHASISWA SEMESTER VIII SEKOLAH TINGGI ILMU KESEHATAN AISYAH PRINGSEWU

2020 ◽  
Vol 4 (1) ◽  
pp. 16-22
Author(s):  
Aprilia Triaristina ◽  
Aprilia Triaristina
Keyword(s):  
Academic Achievement ◽  
Health Worker ◽  
Growth Process ◽  
Educational Process ◽  
Self Concept ◽  
Behavioral Skills ◽  
Professional Health ◽  
Over Time

Abstract A professional health worker can be established through an educational process. Students and education are two inseparable things. The quality of students can be seen from the academic achievement he achieved. Academic achievement is a change in behavioral skills or abilities that can increase over time that is not due to the growth process, but the existence of learning situations. So it is seen as proof of effort obtained by students. The number of samples in this study was 47 people. The results showed that. Most of the respondents who have self-concept in positive category are 31 respondents (65,9%), where there are 26 respondents (83,9%) got good academic achievement, and 5 respondents (16,1%) got poor academic achievement , And only 16 respondents (34.1%) have negative self concept, where as many as 7 respondents (43.8%) got good academic achievement, and as many as 9 respondents (56.2%) got poor academic achievement. Abstrak Tenaga kesehatan yang profesional, dapat dibentuk melalui suatu proses pendidikan dan manajemen pembelajaran. Mahasiswa dan pendidikan merupakan dua hal yang tak terpisahkan. Kualitas mahasiswa dapat dilihat dari prestasi akademik yang diraihnya. Prestasi akademik merupakan perubahan dalam hal kecakapan tingkah laku ataupun kemampuan yang dapat bertambah selama beberapa waktu yang tidak disebabkan proses pertumbuhan, tetapi adanya situasi belajar. Sehingga dipandang sebagai bukti usaha yang diperoleh mahasiswa.Jumlah sampel dalam penelitian ini adalah 47 orang. Hasil penelitian menunjukkan bahwa.sebagian besar responden yang memiliki konsep diri dalam kategori positif yaitu sebanyak 31 responden (65,9%), dimana terdapat 26 responden (83,9%) mendapat Prestasi Akademik baik, dan 5 responden (16,1%) mendapat Prestasi Akademik kurang baik, dan hanya 16 responden (34,1%) yang memiliki konsep diri negatif, dimana sebanyak 7 responden (43,8%) mendapat Prestasi Akademik baik, dan sebanyak 9 responden (56,2%) mendapat Prestasi Akademik kurang baik. Kata kunci: Manajemen Konsep Diri, Prestasi Mahasiswa

scholarly journals Designing a smart system for building student’s schedule-An application at Neelain University

2021 ◽  
Vol 8 (1) ◽  
pp. 82-94
Author(s):  
Mozamel M. Saeed ◽  
◽  
Ahmed Fahim ◽  
◽  
Keyword(s):  
Academic Achievement ◽  
Educational Process ◽  
Practical Application ◽  
Scientific Content ◽  
Smart System ◽  
Cumulative Rate ◽  
Academic Record ◽  
Study Plan

This paper aims to design a smart system for building student’s schedules based on a set of limitations and restrictions that can mainly contribute to the formation of student's schedules. Where the process of schedule formation, addition, and deletion is done automatically, this is our contribution. This system helps to raise the student's abilities, improves his academic achievement, and raises his rate. Moreover, it allows the student to delete and add a course based on his average and the number of hours recorded by the system, and the number of hours he is allowed to register, and some other restrictions. In this research, the courses of the study plan are classified according to the scientific content (nature of the course) into four main groups; 1-preservation materials, 2-understanding materials, 3-higher understanding materials, 4-applied materials. The system should take the academic record of each student and analyzes it for identifying the group where the student has higher academic achievement in comparison with the rest. The process of deletion and addition will be done taking into account the priority of adding the courses of the lower levels and the courses that are prerequisite for other courses at higher levels, and the priority of deletion of courses that do not affect other courses at higher levels. VB Application is used in the practical application of the system, where it succeeds in building student’s schedules for the computer department-university of Neelain, which contributed to enhancing the cumulative rate for the students, which reflect positively on the quality of the educational process.

scholarly journals Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

2019 ◽  
Vol 4 (2) ◽  
pp. 257
Author(s):  
Tomo Djudin
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Self Concept ◽  
Relative Contribution ◽  
Prerequisite Knowledge ◽  
Prerequisite Courses ◽  
The Relationship ◽  
Essential Prerequisite

Self-concept, interest, learning motivation, and prerequisite knowledge potentially contributes to academic achievement. The aim of this study was to determine the relationship between self-concept, interest in becoming a teacher, academic achievement of prerequisite courses and prospective teachers’ competencies of microteaching. This correlational study involved 105 sixth semester students of science department in Education and Teacher Training Faculty (FKIP) of Pontianak, Tanjungpura University. The data collected by using the self- concept questionnaire and the questionnaire of interest in becoming a teacher. The achievement of prerequisite courses and the students’ competencies of microteaching taken from the academic subdivision of the faculty. The analysis found that self-concept, interest in becoming a teacher, and academic achievement in prerequisite courses associate significantly with prospective teachers’ competencies of microteaching (respectively <em>r<sub>s</sub></em> = .35, <em>r<sub>s</sub> </em>= .38, and <em>r</em><sub>s </sub>= .60, <em>p</em> &lt; .05). In addition, coefficient of multiple correlation is also significant (<em>R</em> = .61, p &lt; .05). It means that the relative contribution of predictor variables of this study on prospective teachers’ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. The study indicated that the prerequisite courses relate significantly with students’ ability to execute microteaching. Thus, an institution of teacher training should continually upgrade the quality of learning and instruction by providing the essential prerequisite content of courses the prospective teachers required.

scholarly journals Self Concept as a Correlate of Academic Achievement: A Review Analysis

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Monika
Keyword(s):  
Academic Achievement ◽  
Learning Process ◽  
Educational Process ◽  
Self Concept ◽  
Educational Institutions ◽  
Review Analysis ◽  
Number Of Factors ◽  
The Individual

Academic achievement is the central aim of all formal educational efforts is, on the part of the students. Even though, it is desirable to have all-round development as a goal of educational process, where academic achievement would be just one of the dimensions; but in most of the educational institutions, academic achievement continues to be the exclusive concern, narrowing down the very concept of educational process. Nevertheless, it is important to note that achievement in curricular subjects is not an independent phenomenon. Rather, it is directly influenced by a number of factors, some of which are personal to the individual while many others are located in the environment in which learning process takes place. Thus in order to fully understand the concept, as well as, the process of academic achievement, it is imperative to identify and explore various factors related to the academic achievement. This paper primarily laid emphasis on self concept, its development and how it relates to the academic achievement of adolescents. As a good self–concept enables a child to accept responsibility to achieve success in school and to grow into a productive member of society while a poor self concept leads to difficulty in accepting responsibility, fear, apathy, anxiety, defensiveness and lack of success in school.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

Psychological and Cognitive Aspects of Borderline Intellectual Functioning

2017 ◽  
Vol 22 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Bastianina Contena ◽  
Stefano Taddei
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Intellectual Functioning ◽  
Clinical Impact ◽  
Review Of The Literature ◽  
Borderline Intellectual Functioning ◽  
General Quality ◽  
Meta Analyses ◽  
Over Time

Abstract. Borderline Intellectual Functioning (BIF) refers to a global IQ ranging from 71 to 84, and it represents a condition of clinical attention for its association with other disorders and its influence on the outcomes of treatments and, in general, quality of life and adaptation. Furthermore, its definition has changed over time causing a relevant clinical impact. For this reason, a systematic review of the literature on this topic can promote an understanding of what has been studied, and can differentiate what is currently attributable to BIF from that which cannot be associated with this kind of intellectual functioning. Using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria, we have conducted a review of the literature about BIF. The results suggest that this condition is still associated with mental retardation, and only a few studies have focused specifically on this condition.

Early Social Competence and Academic Achievement: Relations Over Time

2006 ◽  
Author(s):  
Ashley C. Gibb ◽  
John E. Bates ◽  
Jackson A. Goodnight ◽  
Kenneth A. Dodge ◽  
Gregory S. Pettit
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Over Time

Quality of life over time in a German cohort of breast cancer survivors

2017 ◽  
Author(s):  
K Thöne ◽  
N Obi ◽  
A Jung ◽  
M Schmidt ◽  
J Chang-Claude ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Quality Of Life ◽  
Cancer Survivors ◽  
Breast Cancer Survivors ◽  
Over Time

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Managing the Online Classroom (А Reflexive Observation of the Experience of Primary Teachers in Distance Learning)

2020 ◽  
Vol 8 (3) ◽  
pp. 25-34
Author(s):  
Rumyana Neminska
Keyword(s):  
Distance Learning ◽  
Classroom Management ◽  
Primary Teachers ◽  
Educational Process ◽  
Quality Of Education ◽  
Successful Management ◽  
Online Classroom ◽  
Teacher Survey ◽  
Pedagogical Analysis

Online classroom management is an innovation in the overall educational process. Its main characteristics - pedagogical communication, digital methodology and quality of learning in the online environment are the main semantic pillars on which this article is built. Empirical results from a teacher survey are presented. Their professional reflection outlines three research profiles: personal professional, pedagogical-methodological, competence-reflexive. In the pedagogical analysis of these profiles a number of conclusions are formed for the management of the online classroom in the process of distance learning. They are related to issues such as basic methodological skills, digital skills of teachers; quality of education, continuing qualification and others. The question is to develop a digital methodology for more successful management of the online classroom in the process of distance learning.

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