THE STYLES OF THINKING AMONG PRIMARY SCHOOL TEACHERS

According to Malaysian National Philosophy, one of the main goals of education is to help students become well-rounded persons who can think critically. Being aware of how well teachers can impart knowledge and skills is vital because they are the most influential players in the educational process. In other words, the aim of this study is to see if there are any disparities in thinking abilities between male and female professors. 266 primary school teachers in Selangor completed the Teaching Skills Inventory, and the results showed that teachers use executive thinking skills. In spite of the fact that men teachers outperformed female teachers in all of Sternberg's proposed thinking types, a t-test shows that male teachers preferred executive thinking skills. The study's findings were followed up with several recommendations for further investigation.

PENERAPAN TEKNIK SUPERVISI KELOMPOK DENGAN METODE WORKSHOP UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) DI SD NEGERI LAMKLAT TAHUN PELAJARAN 2018/2019

One of the factors determining the success of learning is the teacher's ability in drawing up the planning of learning that is contained in the RPP. In drawing up the plan of implementation of the learning (RPP), required the ability of the teacher in facilitating effective learning experience that is able to strengthen the character of students. The integration of the values of the characters in the learning expected not limited to written administratively, but would later be applied with natural learning. The reality on the ground shows that there are still teachers of elementary school level (SD) in compiling a RPP has not fully refers to the Permendikbud number 22 year 2016 on standard processes, based on the syllabus, basic competency analysis (KD) as well as with pay attention to the principles and steps in crafting a RPP. Based on the identification issue above, the formulation of problems in the research of the action of this school is "Whether the application of engineering supervision group with the workshop method can increase the ability of teachers in drawing up the implementation plan Learning (RPP) in SD Negeri Lamklat Year 2017/2018 Lesson? ". As for the research method used is the research of the action of the school, and be the subject of research i.e. primary school teachers of the country Lamklat Aceh Besar. The results illustrate that the ability of a teacher in drawing up the RPP has increased from cycle to cycle I II. In cycle I, data analysts results against 10 men teachers subjects in crafting a RPP can be described that teachers who obtain a predicate "very good" i.e. 1 teachers (10%), cycle II increased to 3 teachers (30%), which gained the predicate "very good" on cycle I totalled 4 teachers (40%), on cycle II increased to 5 teachers (50%). While that obtain a predicate "enough" on cycle I as much as 3 teachers (30%), whereas in cycle II decreased to 20% so that it is still "lacking" in cycle I, only one teacher (10%), cycle II decreased to 0%. Abstrak Salah satu faktor penentu keberhasilan pembelajaran adalah kemampuan guru dalam menyusun perencanaan pembelajaran yang tertuang dalam RPP. Dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP), diperlukan kemampuan guru dalam memfasilitasi pengalaman belajar yang berkesan yang mampu menguatkan karakter siswa. Integrasi nilai-nilai karakter dalam pembelajaran diharapkan tidak sebatas tertulis secara administratif, namun nantinya dapat diterapkan dengan alamiah dalam pembelajaran. Kenyataan di lapangan menunjukkan bahwa masih ada guru jenjang Sekolah Dasar (SD) dalam menyusun RPP belum sepenuhnya mengacu pada Permendikbud nomor 22 tahun 2016 tentang Standar Proses, berdasarkan silabus, analisis kompetensi dasar (KD) serta dengan memperhatikan prinsip-prinsip dan langkah-langkah dalam menyusun RPP. Berdasarkan identifikasi masalah di atas, maka rumusan masalah dalam penelitian tindakan sekolah ini adalah “Apakah penerapan teknik supervisi kelompok dengan metode workshop dapat meningkatkan kemampuan guru dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) di SD Negeri Lamklat Tahun Pelajaran 2017/2018?”. Adapun metode penelitian yang digunakan ialah Penelitian Tindakan Sekolah, dan yang menjadi subjek penelitian yaitu guru SD Negeri Lamklat Aceh Besar. Hasil penelitian menggambarkan bahwa kemampuan guru dalam menyusun RPP mengalami peningkatan dari siklus I ke siklus II. Pada siklus I, hasil analis data terhadap 10 orang guru mata pelajaran dalam menyusun RPP dapat digambarkan bahwa guru yang memperoleh predikat “amat baik” yaitu 1 orang guru (10%), pada siklus II meningkat menjadi 3 orang guru (30%), yang memperoleh predikat “baik” pada siklus I berjumlah 4 orang guru (40%), pada siklus II meningkat menjadi 5 orang guru (50%). Sementara yang memperoleh predikat “cukup” pada siklus I sebanyak 3 orang guru (30%), sedangkan pada siklus II menurun menjadi 20% begitu juga dengan yang masih “kurang” pada siklus I hanya satu orang guru (10%), pada siklus II menurun menjadi 0%. Kata Kunci: Teknik Supervisi Kelompok, Metode Workshop, Kompetensi Guru, Rencana Pelaksanaan Pembelajaran (RPP)

Modernisasi Pendidikan Islam Ala Soekarno

For Soekarno, Islamic education, as education in general is an arena to sharpen the mind, sharpen the mind, and develop the intellect. Soekarno said that the essential motor of the rethinking of Islam is the return of respect for reason. In addition, islamic education witi be able to grow and move forward if there is a position of equatity between women and men, teachers who are quatified and actually able to become an educator (not just teachers) are constantly thinking about the progress of their students to be able to face her future, and the presence of education system that is mutuatism. Mutual interaction led to a creative, critical, promote dialogue, as well as distance learners from an authoritarian cutture. Keywords : Soekarno, Islamic education, modernization.

Toma de decisiones preinteractivas de profesores de educación física (Planning Decisions of Physical Education Teachers)

Cuarenta y seis profesores participaron en el estudio. Entre ellos, 27 teniendo una experiencia de enseñanza de más de cinco años (12mujeres y 15 hombres) y 19 principiantes (12 mujeres y 7 hombres). Contestaron a cinco escenarios en el marco de una entrevista requerían de decisiones a medio plazo.. Se recogieron y analizaron 434 propuestas de acción dado que una respuesta podía tener muchas propuestas diferentes. Las acciones propuestas fueron analizadas desde registros audio de las entrevistas con profesores. Fueron clasificadas de una manera inductiva. Las opiniones de los profesores con experiencia, hombres y mujeres, son más diversas que aquéllas de sus colegas principiantes, como lo atestigua el gran número de categorías diferentes. Cuatro categorías de decisiones tratan del contenido de la enseñanza: «adaptación de los ejercicios al alumno», «creación de grupos de niveles», «gradación de la dificultad», «misma actividad para todos.» Los profesores interrogados disponen inmediatamente de estrategias disponibles para tratar las diferencias individuales de los alumnos. Según sus características personales, los profesores sugieren preferentemente intervenciones específicas.Abstract: Forty-six PE teachers participated in the study. Among them, 27 had an experience of more than five years in teaching (12 women and15 men) and 19 beginning teachers (12 women and 7 men). Teachers were presented five scenarios of instructional situations. They were asked to readeach scenario and write a response detailing how they would react if the situation occurred during their teaching. Four hundred thirty-four proposalsof actions were gathered and analysed since an answer could have many different proposals. The actions proposed were analysed from audiotapes ofteachers’ interviews. They were classified according to an inductive technique. The opinions of experienced teachers, men and women, differed thanthose of their beginning colleagues, as indicated by the number and content of categories. Four categories of decisions dealt with the content ofeducation: «adaptation of the exercises to the student», «creation of levels groups», «gradation of the difficulty», and «same activity for all.» Theteachers had strategies immediately available to deal with the students’ individual differences. According to their personal characteristics, experiencedteachers displayed a greater variety of application of sound principles of teaching.

Reluctant Role Models: Men Teachers and the Reproduction of Hegemonic Masculinity

In-depth interviews with men teachers and other key personnel in early childhood education (ECE) revealed that the men are attempting to perform a type of subordinate masculinity that could challenge traditional gender relations. However, their attempts are thwarted by the gender regime embedded in the occupational structure, particularly the demand that they perform as “male role models” for the boys in their classes. This means that they are prescribed to perform in stereotypical ways and to purposely model traditional masculinity to boys, thereby inculcating hegemonic norms of masculinity.