Pengaruh Perilaku Guru dan Pembelajaran Daring terhadap Prestasi Belajar Akidah Akhlaq

The pandemic condition causes the learning process to be diverted into an online system. The teacher's behavior changes in an effort to make adjustments along with the changes in learning. Therefore, the authors are interested in researching teacher behavior and online learning. This study aims to conduct research on the effect of teacher behavior and online learning on Akidah Akhlaq learning achievement in students of SMP Al-Muayyad Surakarta in the academic year 2020/2021. This research method is a type of quantitative research with the independent variable (X) is teacher behavior and online learning and the dependent variable (Y) is Akidah Akhlaq learning achievement. The population in this study amounted to 134 and a sample of 47% or 64 students. The results of the questionnaire were analyzed by T-test and F-test, termination coefficient (R-square) and multiple linear regression analysis with the results that all independent variables (X) simultaneously had a positive and significant effect on the dependent variable (Y).

Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students

The individual-medical concept of disability, whereby disability is believed to be caused by some intractable impairment, is perhaps the most widely held view in society. However, other concepts exist with which teachers in inclusive schools should be familiar (e.g., social, systemic), to better inform teacher behavior, attitudes and understanding. We therefore developed an instrument to capture education students’ concepts of disability. We constructed the questionnaire according to four theoretical models of disability (individual-medical, social, systemic, and cultural concepts), which are commonly used in inclusive teacher education, and validated this on a sample of 775 education students. Additionally, we administered the Attitudes towards Inclusion Scale (AIS) and measured key demographic variables. The instruments, data and analysis code used are available online at https://osf.io/dm4cs/. After dropping redundant items, a shortened form of the questionnaire contained 16 items, with satisfactory psychometric values for scales pertaining to four concepts of disability (CFI = 0.963, TLI = 0.955, RMSEA = 0.037, SRMR = 0.039). These four concepts of disability showed small correlations with the AIS, indicating that our questionnaire measured an independent construct. The more experience education students had with disability and the more courses they had attended on inclusive education, the more likely they were to agree with the social concept of disability. The questionnaire shows promise in measuring concepts of disability and might be used to stimulate students’ critical reflection during teacher education.

Teacher Behavior Checklist e Implicit Relational Assessment Procedure na avaliação de professores

A avaliação de professores tem sido conduzida com instrumentos como o Teacher Behavior Checklist (TBC) cuja evidência de validade de conteúdo foi obtida por relato verbal. A relação entre seis itens do TBC e o estímulo “Bom Professor” foi avaliada com o IRAP, e foi avaliada a correlação entre a nota dos participantes em uma disciplina da graduação e a avaliação do professor. Participaram 40 estudantes universitários que responderam aos dois instrumentos e informaram a nota recebida na disciplina. As médias dos D-IRAP escores foram estatisticamente significativas para “bom professor-positivo-verdadeiro” e “mau professor-negativo-verdadeiro”. Os índices de correlações entre as notas dos participantes na disciplina e a avaliação do docente não foram estatisticamente significativos.

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher capacity supports and students’ self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students’ self-directed language learning as well as the relationship between teacher behavior supports and students’ self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students’ self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students’ self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers’ awareness of the substantial supports in enhancing students’ self-directed language learning beyond the classroom and would inform that the future research on teachers’ compliance in relation to technology use be converted from institutional mandates into teachers’ conscientious behaviors.

Disproportionality of Sanctions for Illegal and Unethical Teacher Behavior

We use data from Texas spanning 2007–2017 to explore the frequency of teacher sanctions for illegal and unethical behavior and their disproportionality by teacher characteristics. Analyses reveal that the overall incidence of teacher sanctioning is low, with teachers most frequently sanctioned for sexually related offenses. Consistent with documented disproportionalities in student discipline, we find key disproportionalities in teacher sanctions by gender and race: Overall, male, Black, and Hispanic teachers are overrepresented among sanctioned teachers. However, we also observe important interactions between race and gender. Notably, for example, Black female teachers are particularly likely to be sanctioned for contract and financial violations, while Black male teachers are particularly likely to be sanctioned for drugs and violence. We conclude with implications for policy.

OPTIMALISASI PERAN GURU DAN SANTRI DALAM MENINGKATKAN PENGETAHUAN PERILAKU HIDUP SEHAT TERKAIT COVID-19

Corona Virus Disease (COVID-19) is a global health problem because it has spread in more than 200 countries in the world, including Indonesia. COVID-19 is caused by the SARS-CoV-2 virus which is transmitted via droplets from infected people. The implementation of optimal health protocols is considered as one of the effective way to break the chain of COVID-19 transmission in Indonesia. Currently, Islamic boarding schools are starting to return their activities by implementing health protocols in the midst of the COVID-19 pandemic. In addition, healthy lifestyle behaviors such as physical activity and balanced nutritional intake related to body immunity are also important in preventing COVID 19. Information on this is still limited, including for boarding school residents as an effort to prevent COVID 19. Teachers and students as an active components in Islamic boarding schools have a big role in preventing the risk of COVID-19 transmission. The purpose of this community service activity is optimize the role of teachers and students in increasing knowledge of healthy lifestyles and immunity related to COVID-19. The method used is online health education and training on making e-posters to teachers. Then there is a transfer of knowledge from teachers to students regarding the material provided is followed by offline discussions. Students were asked to make health promotion media or e-posters for the public and competed. The results of the e-posters competition were disseminated to the pesantren environment. Pre-test and post-test activities were carried out to assess teacher knowledge before and after receiving health education. As a result, there is an increase in knowledge and changes in teacher behavior related to the material provided, namely health protocols, healthy living behavior, balanced nutritional intake and physical activity.Keywords: COVID-19, Islamic boarding school, healthy lifestyle, public health, teacher training.AbstrakCorona Virus Disease (COVID-19) merupakan salah satu masalah kesehatan global karena telah menyebar di lebih dari 200 negara di dunia termasuk Indonesia. Penyakit ini disebabkan oleh virus SARS-CoV-2 yang menular via droplet individu yang terinfeksi. Penerapan protokol kesehatan yang optimal dianggap sebagai salah satu cara efektif memutus rantai penularan COVID-19 di Indonesia. Saat ini pondok pesantren mulai beraktivitas kembali dengan menerapkan protokol kesehatan di tengah pandemi COVID 19. Selain itu perilaku hidup sehat seperti aktivitas fisik dan asupan gizi seimbang yang terkait dengan imunitas tubuh juga penting dalam pencegahan COVID 19. Informasi mengenai hal ini masih terbatas termasuk juga untuk warga pesantren sebagai upaya pencegahan COVID 19. Guru dan santri sebagai komponen aktif di pesantren memiliki peranan besar dalam mencegah risiko penularan COVID-19. Tujuan kegiatan pengabdian masyarakat ini untuk meningkatkan pengetahuan dan mengoptimalisasi peran guru dan santri dalam meningkatkan pengetahuan pola hidup sehat dan imunitas terkait COVID-19 melalui. Metode yang digunakan adalah penyuluhan kesehatan dan pelatihan pembuatan e-poster kepada guru secara daring. Kemudian dilakukan transfer of knowledgedari guru ke santri mengenai materi yang diberikan diikuti diskusi secara luring. Santri diminta untuk membuat media promosi kesehatan berupa e-poster untuk masyarakat awam dan dikompetisikan serta hasil e-poster di diseminasi ke lingkungan pesantren. Dilakukan kegiatan pre-test dan post-test untuk menilai pengetahuan guru sebelum dan setelah mendapatkan penyuluhan kesehatan. Hasilnya, terdapat peningkatan pengetahuan dan perubahan perilaku guru terkait materi yang diberikan yaitu protokol kesehatan, perilaku hidup sehat, asupan gizi seimbang dan aktivitas fisik.Kata Kunci: COVID-19, pesantren, gaya hidup sehat, kesehatan masyarakat, pelatihan guru.

Organizational Climate in Select Public Elementary Schools in Cebu City: A Reality Check

Organizational climate influences to a great extent the performance of teachers in school. It is important to know the shared perceptions and psychological conditions of teachers on workplace activities. This study utilized the descriptive method which is a quantitative research method that attempts to collect quantifiable information and presented facts concerning the degree of occurrence of identified institutional climate in select public elementary schools in Cebu City. Using the Organizational Climate Index (OCI) authored by Hoy, Smith and Sweetland (2002), it was found out that the 86 public elementary school teachers coming from Malubog Integrated School, Adlaon Integrated School, Sibugay Integrated School, Sirao Integrated School, and Alaska Elementary School, have high regard to their schools’ climate in terms of institutional vulnerability, collegial leadership, professional teacher behavior, and achievement press. The researchers concluded that organizational climate of trust which involves great relationships with teachers and staff contributes to the affective commitment of teachers and improves their perception on organizational performance, principals and school head. School heads should be openly communicating with their teachers, subordinates, and other big or small employees like secretaries, messengers, and helpers in schools to ensure that these people will continuously receive feedback and support when needed. It is important that they feel valued. With this positive climate, schools’ work environment will improve and warmth and cooperation will be felt by many.

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?

A noteworthy frame of the literature has maintained the idea that communication in the classroom is dominant in language education, and in the process of language learning, teachers as an important figure may apply several ways to develop interpersonal relationships and social manners, such as teacher immediacy that has been established to support affective and cognitive learning in instructional settings. Therefore, this theoretical review tries to systematically refocus on the existing literature about teacher immediacy and its types, such as non-verbal and verbal, and their significant connections with affective and cognitive education. To this end, this review focuses on social behavior to review the eminence of teacher immediacy in the classroom and unquestionably exemplify their relationship with affective and cognitive learning. As a final fact, this review has been intended to consider the prevailing literature about teacher behavior, and suggestions and recommendations have been presented correspondingly for language teaching stakeholders in the educational setting.

Investigating the Effects of Robot Engagement Communication on Learning from Demonstration

Robot learning from demonstration (RLfD) is a technique for robots to derive policies from instructors’ examples. Although the reciprocal effects of student engagement on teacher behavior are widely recognized in the educational community, it is unclear whether the same phenomenon holds for RLfD. To fill this gap, we first design three types of robot engagement behavior (gaze, imitation, and a hybrid of the two) based on the learning literature. We then conduct, in a simulation environment, a within-subject user study to investigate the impact of different robot engagement cues on humans compared to a “without-engagement” condition. Results suggest that engagement communication has significantly negative influences on the human’s estimation of the simulated robots’ capability and significantly raises their expectation towards the learning outcomes, even though we do not run actual imitation learning algorithms in the experiments. Moreover, imitation behavior affects humans more than gaze does in all metrics, while their combination has the most profound influences on humans. We also find that communicating engagement via imitation or the combined behavior significantly improves humans’ perception towards the quality of simulated demonstrations, even if all demonstrations are of the same quality.

What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom

Formative assessment has the potential to incite co-regulatory activities that foster student’s development of self-regulatory skills. Teacher often intend to use formative assessment to foster self-regulation. However, this requires purposeful interaction between students and teachers. To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory formative assessment look like. This participatory study explores if and how the process of formative assessment–described in five phases of the formative assessment cycle –facilitates teachers to explicate concrete student and teacher behavior in their formative classroom that intends to stimulate self-regulated learning. Teachers of a longitudinal formative assessment professional development project participated in three activities in which a variety of data was collected. The results show that using the five phases of the formative assessment cycle helps to concretize co-regulatory formative assessment behavior that relates to various phases of regulation. They also show that starting from a student perspective, explicating expected student behavior and using this to explicate related teacher behavior, challenges teacher’s formative assessment intentions and implementations. The activities make teachers realize the importance of purposefully designing co-regulatory formative assessments. Teachers explicated examples describe actual student-teacher co-regulatory interactions in the formative classroom and they are found to differ in the extent to which they are teacher-directed or student-directed. This challenges our thinking on the co-regulation processes incited by formative assessments and how this can stimulate students to develop self-regulatory skills.