Penyusunan Bahan Pembelajaran Kompilasi Bagi Pengajar di SMK Negeri 1 Cibinong, Bogor Jawa Barat

In general, the form of learning at SMK Negeri I Cibinong Bogor is classroom learning using learning strategies and learning materials that refer to learning objectives. The competence of teachers in developing learning materials is considered to be still low, so it is necessary to make a training on Compilation of Compilation Learning Materials for teachers at SMK Negeri 1 Cibinong Bogor. The training was carried out using the method of applying science and technology directly to 55 teachers of public and private vocational schools in Cibinong Bogor using the Zoom application. The training was carried out in two sessions, namely: (1) discussing learning materials as a system, instructional analysis, setting specific instructional objectives, developing learning-outcome test instruments, developing learning strategies; and session (2) discusses theoretical concepts in developing compiled learning materials, preparing syllabus for one semester of subjects, the concept of making pieces of learning materials based on ICT for one semester, compiling pieces of learning materials based on ICT for subjects taught and making slides with MsPowerpoint, and then participants were asked to deliver Compiled Learning Materials complete with slides using MsPowerpoint. The results of the training showed that, in general, the teachers who participated in the training were still not maximal in mastering the following materials: (1) Instructional Analysis; (2) Develop Specific Instructional Objectives (ICT); (3) Developing Learning Outcomes Test Instruments; (4) and Developing Learning Strategies, so that the training objectives for the preparation of Compilation Learning Materials for 55 MPGP Electronics Engineering teachers conducted at SMK Negeri 1 Cibinong Bogor have not been maximally achieved. Abstrak Secara umum, bentuk-pembelajaran di SMK Negeri I Cibinong Bogor adalah pembelajaran di kelas menggunakan strategi-pembelajaran dan bahan-pembelajaran yang mengacu dengan tujuan pembelajaran. Kompetensi-guru dalam mengembangkan bahan pembelajaran dianggap masih rendah, sehingga perlu dibuat suatu pelatihan Penyusunan Bahan Pembelajaran Kompilasi untuk guru-guru di SMK Negeri 1 Cibinong Bogor. Pelatihan dilakukan menggunakan metode penerapan IPTEKS secara langsung ke 55 orang guru SMK Negeri dan Swasta di Cibinong Bogor menggunakan aplikasi Zoom. Pelatihan dilaksanakan dalam dua-sesi, yaitu: (1) membahas materi pembelajaran sebagai sistem, analisis instruksional, menyusun tujuan instruksional khusus, mengembangkan instrumen tes hasil-belajar, mengembangkan strategi pembelajaran; dan sesi (2) membahas konsep teori dalam pengembangkan bahan pembelajaran kompilasi, menyiapkan silabus mata-pelajaran satu semester, konsep membuat penggalan-penggalan bahan pembelajaran berdasarkan TIK untuk satu semester, menyusun penggalan bahan pembelajaran berdasarkan TIK mata pelajaran yang diampu dan membuat slide dengan MsPowerpoint, dan kemudian peserta diminta menyampaikan Bahan Pembelajaran Kompilasi lengkap dengan slide menggunakan MsPowerpoint. Hasil pelatihan menunjukkan bahwa, secara umum, Guru-guru yang mengikuti pelatihan masih belum maksimal menguasai materi: (1) Analisis Instruksional; (2) Mengembangkan Tujuan Instruksional Khusus (TIK); (3) Mengembangkan Instrumen Tes Hasil Belajar; (4) dan Mengembangkan Strategi Pembelajaran, sehingga tujuan pelatihan penyusunan Bahan pembelajaran Kompilasi terhadap 55 orang guru MPGP Teknik Elektronika yang dilakukan di SMK Negeri 1 cibinong Bogor belum dapat tercapai maksimal.

Exit Slips As Predictor of Academic Performance

Formative assessment plays a vital role in the delivery of quality and relevant education among learners. Data derived from the assessment results provide pieces of evidence for teachers to determine learners who need assistance, advance instructional objectives, track learners’ progress toward those standards, and identify what intervention and support are required. This descriptive-survey research examined the impact of exit slips in predicting intermediate pupils’ science achievement. Seventy-three pupils were involved in the study who were selected through a total sampling. Weighted mean, ranking, standard deviation, mean percentage score, frequency, Pearson correlation coefficient, and coefficient of determination were utilized to process and analyze statistically the data using SPSS. The findings of the study highlighted that exit slips can help learners in their learning since they reflect pupils’ understanding and increase accountability among them. The results revealed that there was a high positive association between the self-rating report and the academic performance of the respondents. The impact of self-reported rating was found significant on the performance of the pupils. Hence, when teachers took necessary and relevant remediation as well as enrichment based on the self-reported rating, academic performance may be improved. It was recommended that teachers may adapt the use of exit slips in their classes to improve academic performance among learners.

AN INNOVATION RESEARCH ON THE COLLEGE OUTWARD BOUND DEVELOPMENT THEORIES

The outward bound has been carried out as part of the PE course by many universities. In the teaching practice, however, it is not so closely connected with, or even deviated from, the PE instructional objectives in universities in China. In this essay, the research findings of modern physical education theory are applied to the outward bound course with significant theoretic innovation brought up to guarantee the healthy development of the outward bound in college PE teaching.

English and American Sign Language Grammar

This chapter describes the structures of English and of American Sign Language in proximity to one another so the reader may see similarities and differences when attempting to prepare an instructional sequence. Whereas the previous sections described how to teach language, this section addresses what to teach. Therefore it is a resource chapter the teacher will return to often in designing objectives and instruction. Nouns, noun phrases and advanced nominals, verbs, verb phrases and advanced verb forms, adjectives, adjectival phrases and advanced adjectival forms, adverbs, adverbial phrases and advanced adverbial forms, and negation are examined in depth. The individualized education plan for every deaf and hard-of-hearing learner should list prominently those specific instructional objectives identified as missing through assessment.

Developing an Assessment-Link Mobile Application: A Catalyst for Pre-service Biology Teachers to Analyse Cognitive Test

This study aimed to develop a valid android-based Assessment-Link application to help pre-service biology teachers practice skills of biology cognitive test questions based on Revised Bloom’s Taxonomy. The development procedure of the application used Kemp, Morrison, and Ross’ instructional design consisting of nine stages namely instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. In this study, there were six biology learning assessment experts from Indonesia and Malaysia universities involved in assessing the quality of the Assessment-Link application. The application quality assessment was carried out on three aspects including content, design, and engagement. This result was in a form of an Assessment-Link application product that contained several features namely tutorial, introductory menus, Revised Bloom’s Taxonomy materials, materials of criteria and how to write good test questions, exploration, interactive quiz, and task. The validity test result showed that all aspects of the assessment were in a very good category. Therefore, the Assessment-Link application developed was valid and able to be used to prepare pre-service biology teachers in analysing biology test questions based on Revised Bloom’s Taxonomy.

UPAYA PENINGKATAN KUALITAS PEMBELAJARAN BIOLOGI MELALUI PEMBELAJARAN BERMAKNA DENGAN MENGGUNAKAN PETA KONSEP

One of the efforts to increase instructional effectiveness is by developing a meaningful learning strategy thought using concept mapping. The instructional objectives at school are not only to increase the academic achievement but also the ability and skill of the students in order to be able to understand the process of improving knowledge, attitude to the subject which is studied, and attitude to the environment, too. The instructional strategy with concept mapping is one of the alternatives that can provide the result of all aspects that are hoped to reach the instructional objectives. The concept mapping learning strategy signifies the students reorganize the new knowledge by inserting the concept into the net hierarchically and describe their connection in a diagram and combine it into a greater knowledge structure. The organizing of conceptual understanding well will aid the meaningfulness of students learning, so, the students are easier to understand the material of the lesson being studied.

Understanding writing teachers’ technological pedagogical content knowledge: A study with five in-service teachers

The growing emphasis on emerging technologies in education has required in-service teachers to develop more technological knowledge. However, little is known about the application of technological pedagogical content knowledge (TPACK) on subject matter knowledge in language teaching. This qualitative study examined five writing teachers’ implementation of instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning using the TPACK-Writing perspective. Lesson observations were conducted for each teacher. Adopting a case study design, the observation transcripts were analyzed with a focus on the teachers’ execution of the instructional objectives, instructional strategies, and technologies to teach writing as well as their assessment of learning. The results showed that the complex nature of writing pedagogy with TPACK-Writing as a construct was mediated by cultural factors such as an examination-oriented system and teacher-centered pedagogy. The results also suggested that the application of TPACK-Writing should involve a student-centered approach rather than a teacher-centered approach, which implies the need for teachers to acquire a high level of knowledge of learners and the instructional context to promote effective pedagogy.