PENGARUH MINAT BELAJAR DENGAN HASIL BELAJAR TEKNOLOGI DASAR OTOMOTIF SISWA KELAS X TSM DI SMK NEGERI 1 SINONSAYANG

ARTIKEL PENGARUH MINAT BELAJAR DENGAN HASIL BELAJAR TEKNOLOGI DASAR OTOMOTIF SISWA KELAS X TSM DI SMK NEGERI 1 SINONSAYANG Dr. H. M. Sumual, ST, M, Eng, David O. Mapaliey, ST, M. Eng. Arlan Hendra Mabel Pangaribuan ABSTRAK Pendidikan merupakan salah satu proses kegiatan pembentukan sikap kepribadian, keterampilan dan meningkatkan potensi diri setiap orang untuk menghadapi masa depan. Pada umumnya sikap kepribadian siswa ditentukan oleh pendidikan, pengalaman, dan latihan-latihan yang dilalui sejak kecil. Keadaan di SMK Negeri 1 Sinonsayang bahwa, minat belajar siswa masih rendah dalam pembelajaran Teknologi dasar otomotif (PDO) terlihat dari aktifitas didalam kelas, kurang antusias dalam belajar dan mengerjakan soal saat diberikan guru, tidak mengerti apa yang akan dipelajari, dan tidak memahami mengapa sesuatu itu perlu dipelajari yang akhirnya kegiatan belajar-mengajar kurang efisien, siswa tidak kondusif pada saat guru menjelaskan. Dengan demikian tujuan yang hendak dicapai dalam penelitian ini yaitu Mengetahui pengaruh minat belajar dengan hasil mengajar teknologi dasar otomotif Siswa Jurusan TSM SMK Negeri 1 Sinonsayang Tahun Pembelajaran 2019/2020. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Dan hasil penelitian: diperoleh hasil Tingkat minat belajar siswa bernilai 4,02 dengan nilai rata-rata perasaan senang 4,23, nilai rata-rata terendah berada pada keterlibatan siswa 3,71. Hal ini menunjukkan bahwa minat belajar siswa di SMK Negeri 1 Sinonsayang dikategorikan baik. “Kata kunci: Pengaruh minat dengan hasil belajar teknologi dasar otomotif ARTICLE The effects of interest learn from the basic automotive technology of the x TSM class in SMK NEGERI 1 SINONSAYANG Dr. H. M. Sumual, ST, M, Eng, David O. Mapaliey, ST, M. Eng. Arlan Hendra Mabel Pangaribuan ABSTRACT Education is one of the processes of shaping personality attitudes, skills and improving each person's potential for what lies ahead. A student's personality attitude is generally determined by schooling, experiences, and exercises passed through from infancy. The circumstances in SMK Negeri 1 Sinonsayang are cumulative that students' interest in learning is low in basic automotive technology (pdo) are reflected in activities within the classroom, lack of enthusiasm for learning and working on the problem when given by the teacher, do not understand what to learn, and do not understand why something should be studied which is less efficient. The objective of this study is to see how the interest in learning results from teaching basic automotive technology for TSM SMK Negeri 1 Sinonsayang students of the 2019/2020 school year. The research method used is qualitative research. And research results: obtained results of the level of interest studying students are worth 4.02 with an average value of feeling 4.23, the lowest average value being on student involvement 3.71. This indicates that the studying interest of students in SMK Negeri1 Sinonsayang is categorized as good. "Keywords: the effects of interest in learning basic automotive technology"

As experiências de escolarização dos sujeitos jovens e adultos partícipes das ações do PEI/Mobral no sertão de Alagoas

Este artigo narra as experiências de escolarização dos sujeitos jovens e adultos partícipes das ações do Programa de Educação Integrada (PEI), do Mobral, no sertão de Alagoas, especificamente na cidade de Santana do Ipanema, entre os anos de 1973 a 1985, e resulta de pesquisa realizada no período de 2019-2020. Investigou, após mais de 40 anos, as contribuições das práticas do PEI para a construção dos percursos escolares, e para tanto, trilhamos os pressupostos teórico-metodológicos da História Oral, por meio de entrevistas temáticas com 2 interlocutores, que se constituíram nas fontes orais, e também lançamos mão de documentos garimpados nos órgãos oficiais locais, bem como no Acervo Digital do Centro de Referência e Memória da Educação Popular e de Jovens e Adultos, pertencentes à Universidade do Estado do Rio de Janeiro (Uerj). Por meio das narrativas foi possível compreender que, diante do contexto social da época (1970-1980), entrecortado pela sobrevivência, os sujeitos se apropriaram da “oportunidade” de acesso à escola, que se abria para eles naquele momento, e conseguiram mediante movimentos pendulares, permanecer, desafiando, assim, os marcadores sociais que tentavam conformá-los a uma ordem em que prevalecia as injustiças, especificamente a negação do direito de estudar.Palavras-chave: PEI; Mobral; Jovens e Adultos; Sertão de Alagoas.The schooling experiences of young and adult participants of the PEI/Mobral practices in the sertão of Alagoas AndragogyABSTRACTThis paper narrates the schooling experiences of young and adult subjects who participated in the actions of the Integrated Education Program (PEI) in the Mobral program, at the Sertão of Alagoas, specifically in the city of Santana do Ipanema, between the years 1973 and 1985, and results from research conducted in the period of 2019-2020. After more than 40 years, the contributions of the PEI practices to the construction of schooling paths were investigated. To do so, we followed the theoretical and methodological assumptions of Oral History, through thematic interviews with 2 interlocutors, who were the oral sources, and we also took advantage of documents found in the local official offices, as well as in the Digital Collection of the Reference and Memory Center of Popular and Youth and Adult Education, belonging to the State University of Rio de Janeiro – UERJ. Through the narratives it was possible to understand that facing of the social context of the time (1970-1980), interspersed with survival narratives, the subjects took advantage of the "opportunity" to access school, which was open to them at that time, and managed, through commuting movements, to stay on, challenging the social context that tried to settle them in an unfair system – a one that denials the right to study.Keywords: PEI; Mobral; Young People and Adults; Sertão of Alagoas.Las experiencias de escolarización de los sujetos jóvenes y adultos participantes de las acciones de PEI/Mobral en el sertón de AlagoasRESUMENEste artículo narra las experiencias de escolarización de los sujetos jóvenes y adultos participantes de las acciones del Programa de Educación Integrada – PEI, de Mobral, en el sertón de Alagoas, específicamente en la ciudad de Santana do Ipanema, entre los años 1973 a 1985, y resulta de la investigación realizada en el periodo de 2019-2020. Investigó, luego de más de 40 años, las contribuciones de las prácticas del PEI en la construcción de las trayectorias escolares, y para tal, nos adentramos en los presupuestos teórico-metodológicos de la Historia Oral, por medio de entrevistas temáticas con 2 interlocutores, que se constituyeron en fuentes orales, y también tomamos documentos sellados en los órganos oficiales locales, además del Acervo Digital do Centro de Referência e Memória da Educação Popular e de Jovens e Adultos, pertenecientes a la Universidad del Estado de Rio de Janeiro – UERJ. Por medio de las narrativas se hizo posible comprender que, frente al contexto social de la época (1970-1980), entrecortado por la sobrevivencia, los sujetos se apropiaron de la “oportunidad” de acceso a la escuela, que se abría para ellos en aquel momento, y lograron, mediante movimientos pendulares, permanecer, desafiando, de esta forma, los determinantes sociales que intentaban conformarlos con una orden donde prevalecían las injusticias, específicamente la negación del derecho a estudiar. Palabras clave: PEI; Mobral; Jóvenes y adultos; Sertón de Alagoas.

"All We Got to See Were Factories.": Scoping Maori Transitions from Secondary School

<p>The primary purpose of this research is to scope the reflexive journey of a selected group of Maori as they recall their experiences of secondary school transitions. The already complex nature of this transition from school is further exacerbated by the identification of these people as Maori. The treatment of Maori students, particularly in relation to their secondary school experiences and its impact on transition, is a major concern for this research. The research methodology privileged by my thesis is kaupapa Maori theory. Secondary school transitions for rangatahi Maori is tenuous. By framing this thesis within kaupapa Maori methodology, the intention is to recognise the impact of dominant ideology on the schooling experiences of Maori and how it ultimately determines school transitions. This scoping study is based on the interviews of research participants as they reflect on their experiences as rangatahi Maori transitioning from school. In particular, these interviews highlight how rangatahi Maori work through the complexities they are confronted with whilst in the transitory phase between completion of secondary schooling and post-school opportunities. Information gathered from the interviews constitutes the findings of this thesis. The findings reveal that schooling experiences and more specifically, treatment of Maori students by teachers, play a significant role in transitioning for young Maori. Negotiating the already complex pathway out of school is doubly problematic for rangatahi Maori who also have to come to terms with a culture of failure, perpetuated at secondary school and reinforced by out of school experiences. This research contends that marginalisation of rangatahi Maori in New Zealand secondary schools creates an alternate experience, whereby actions of resistance and agency are employed as they look to position themselves into post-school opportunities. Of significance, is the human quality of determination that allows rangatahi Maori to stand firm, despite the entrenchment of low self-confidence and motivation through indifferent school and transition systems. Such pathways create choice for rangatahi Maori due to a lack of support from these systems, not because of it.</p>

"All We Got to See Were Factories.": Scoping Maori Transitions from Secondary School

<p>The primary purpose of this research is to scope the reflexive journey of a selected group of Maori as they recall their experiences of secondary school transitions. The already complex nature of this transition from school is further exacerbated by the identification of these people as Maori. The treatment of Maori students, particularly in relation to their secondary school experiences and its impact on transition, is a major concern for this research. The research methodology privileged by my thesis is kaupapa Maori theory. Secondary school transitions for rangatahi Maori is tenuous. By framing this thesis within kaupapa Maori methodology, the intention is to recognise the impact of dominant ideology on the schooling experiences of Maori and how it ultimately determines school transitions. This scoping study is based on the interviews of research participants as they reflect on their experiences as rangatahi Maori transitioning from school. In particular, these interviews highlight how rangatahi Maori work through the complexities they are confronted with whilst in the transitory phase between completion of secondary schooling and post-school opportunities. Information gathered from the interviews constitutes the findings of this thesis. The findings reveal that schooling experiences and more specifically, treatment of Maori students by teachers, play a significant role in transitioning for young Maori. Negotiating the already complex pathway out of school is doubly problematic for rangatahi Maori who also have to come to terms with a culture of failure, perpetuated at secondary school and reinforced by out of school experiences. This research contends that marginalisation of rangatahi Maori in New Zealand secondary schools creates an alternate experience, whereby actions of resistance and agency are employed as they look to position themselves into post-school opportunities. Of significance, is the human quality of determination that allows rangatahi Maori to stand firm, despite the entrenchment of low self-confidence and motivation through indifferent school and transition systems. Such pathways create choice for rangatahi Maori due to a lack of support from these systems, not because of it.</p>

Gender and Choice: Girls, Single Sex Schooling and School Choice

<p>New Zealand, like many other OECD nations, has introduced market-style policies into educational provision. The 'rationale' for these policies was derived from New Right or neo-liberal theory. Over the past decade there has been an increasing amount of research aimed at exploring the impact of market-style policies in education, with particular emphasis on issues of equity. However, there has been very little research concerned with examining the implications of the marketisation of education for the schooling of girls. Exploring the implications of marketisation for girls has not been high on the agenda of either critics of marketisation, or of feminist researchers. This thesis is a contribution towards that work. Policies aimed at increasing school choice have been one of the key ways that market-style policies have been introduced into education. The research on which this thesis is based is an exploration of school choice from the perspectives of a group of twenty four girls at a single sex state secondary school in a New Zealand city. In a series of focus group interviews I asked the girls about how they had come to be at Girls' College, their perceptions of their schooling experiences and their reflections on what it meant to be a Girls' College student. Using aspects of feminist poststructural theories, I argue that school choice might be viewed as a site where various discourses are negotiated by girls in the process of educational decision making. These include discourses of gender, which are shaped by social class and ethnicity, as well as by the biography and dynamics of the girls' families; and discourses of choice which have assumed dominance in educational policy. There are also discourses made available to the girls in the context of their schooling experience. If we are to understand the impact of market policies in education on the schooling of girls, we need to consider how girls are negotiating and mediating these discourses and the subjectivities, or ways to do being a 'girl', they make available. We also need to consider the perspectives of girls from a range of social class and ethnic backgrounds since these discourses are shaped by social class and ethnicity to position girls in differing, and often contradictory, ways. Furthermore, in order to understand the impact of market-style policies on the schooling of girls, we also need to consider the girls' schooling experiences in relation to their reasons for being in the school. This exploration of choice and schooling from the girls' perspectives presents a different account of choice to that which is currently available in the research literature or that which is assumed by neo-liberals. By placing the girls' narratives of choice within the broader contexts of their lives and schooling, I have been able to explore the complex dynamics of power that operate inside and outside of school to position the girls, and the school itself, in variously powerful ways. I have been able to show that the assumptions on which the neo-liberal account of choice is based are overly simplistic and serve to marginalise and silence other aspects of the girls' lives and schooling experiences that are not encompassed by a neo-liberal view of the world. Furthermore, this exploration of choice in a particular context and from the perspectives of a certain group of girls also enables me to consider the broader implications of the operation of school choice and market-style policies for the schooling of girls.</p>

Gender and Choice: Girls, Single Sex Schooling and School Choice

<p>New Zealand, like many other OECD nations, has introduced market-style policies into educational provision. The 'rationale' for these policies was derived from New Right or neo-liberal theory. Over the past decade there has been an increasing amount of research aimed at exploring the impact of market-style policies in education, with particular emphasis on issues of equity. However, there has been very little research concerned with examining the implications of the marketisation of education for the schooling of girls. Exploring the implications of marketisation for girls has not been high on the agenda of either critics of marketisation, or of feminist researchers. This thesis is a contribution towards that work. Policies aimed at increasing school choice have been one of the key ways that market-style policies have been introduced into education. The research on which this thesis is based is an exploration of school choice from the perspectives of a group of twenty four girls at a single sex state secondary school in a New Zealand city. In a series of focus group interviews I asked the girls about how they had come to be at Girls' College, their perceptions of their schooling experiences and their reflections on what it meant to be a Girls' College student. Using aspects of feminist poststructural theories, I argue that school choice might be viewed as a site where various discourses are negotiated by girls in the process of educational decision making. These include discourses of gender, which are shaped by social class and ethnicity, as well as by the biography and dynamics of the girls' families; and discourses of choice which have assumed dominance in educational policy. There are also discourses made available to the girls in the context of their schooling experience. If we are to understand the impact of market policies in education on the schooling of girls, we need to consider how girls are negotiating and mediating these discourses and the subjectivities, or ways to do being a 'girl', they make available. We also need to consider the perspectives of girls from a range of social class and ethnic backgrounds since these discourses are shaped by social class and ethnicity to position girls in differing, and often contradictory, ways. Furthermore, in order to understand the impact of market-style policies on the schooling of girls, we also need to consider the girls' schooling experiences in relation to their reasons for being in the school. This exploration of choice and schooling from the girls' perspectives presents a different account of choice to that which is currently available in the research literature or that which is assumed by neo-liberals. By placing the girls' narratives of choice within the broader contexts of their lives and schooling, I have been able to explore the complex dynamics of power that operate inside and outside of school to position the girls, and the school itself, in variously powerful ways. I have been able to show that the assumptions on which the neo-liberal account of choice is based are overly simplistic and serve to marginalise and silence other aspects of the girls' lives and schooling experiences that are not encompassed by a neo-liberal view of the world. Furthermore, this exploration of choice in a particular context and from the perspectives of a certain group of girls also enables me to consider the broader implications of the operation of school choice and market-style policies for the schooling of girls.</p>

Making Wine Without Grapes: The Case for Quality Teaching With Limited Resources

This article illustrates the significant role that creative, conscientious, dedicated, motivated, and committed teachers play in guiding, directing, and developing students' thinking, perspectives, and future lives. It highlights the importance of teacher agency in connecting learning to students' lives. It argues that good teachers can employ pedagogical practices that are not dependent on the availability of resources. It employs Pierre Bourdieu's theories of capital, field, and habitus to show how teachers can develop students' dispositions, consciousness, perceptions, perspectives, and lives. It also uses Nancy Fraser's theory of social justice to show how teachers can develop in working-class students, the essential knowledge, skills, and understandings that enable them to compete on a par with middle-class students. It uses life course theory to understand how the participants' schooling experiences, relationships, interconnectedness, and transitions influenced their thinking, doing, and lives. It employs a qualitative paradigm to explore five students' and one teacher's notions of how teaching and learning practices assisted the students to overcome the issue of inadequate resources. To locate the participants' perspectives and to analyse how their schooling experiences in the period 1968-1990 influenced their lives, the article uses the life history technique. The findings of the research stress that it is the inventiveness, competence, and attitude of the teacher that are the defining factors in the provision of quality education-not merely the availability of material resources.

Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia

All parents want the best accessible, available and affordable school for their children. Yet, the literature highlights that school choice for middle-class parents in the cultural West is a deliberate decision and a reflection of their salient identities. For racialised middle-class Western parents, school choice is an instrumental investment to secure social upward mobility and minimise the harms of racism for their children. Research focusing on Western middle-class Muslim parents highlights that accommodation of Muslim identities and ethno-religious values is pivotal in parental school choice. This is expected due to the rise of Islamophobia in the cultural West since 9/11. The semi-structured interviews with faith-inspired middle-class Muslim parents in Australia bring a new dimension to the parental school choice literature. Regardless of carrying more or less similar concerns for their children in an Islamophobic climate, middle-class Muslim parents’ school choices vary based on their childhood schooling experiences in the Australian context, diverse parenting styles and mentalities and their children’s varying personalities demanding a particular type of school setting. This article demonstrates there is no one size fits all Muslim parent in terms of deciding which school is the best for their children in an Islamophobic climate.

Caring Now and Later: Black Boys’ Schooling Experiences of Relational Care

Background/Context: Black boys’ schooling experiences in the United States are an important area of inquiry, given the ways they are systematically repositioned away from schooling success in dominant narratives about their lives. Scholars suggest that Black boys need to be cared for and nurtured in schools. However, few studies have explicitly explored their subjective experience of care. A cumulative understanding of the educational trajectories of Black boys suggests that their early experiences can influence later schooling years. This exploration considers the role of relationships and contexts across two distinct time periods of development in shaping their educational experiences. Purpose/Research Question/Focus of Study: In this study, we use a relational care framework to investigate how Black boys, during preschool and high school, make sense of their experiences of care within the school context. Based on their relationships with teachers, other adults, and peers, care is discussed through three important constructs: tangible care, time-related care, and personal support. The major questions we explore are: (1) In what ways do Black boys feel cared for in school? and (2) How does being cared for matter in their schooling experiences? Participants: This study comprises two groups of Black boys at different developmental stages. The first group comprised 11 Black boys enrolled in the same state-funded preschool program, and the second group of participants consisted of 20 Black boys who graduated from the same all-male, all-Black secondary school. Research Design: This qualitative investigation explored how Black boys (N = 31) make meanings of their school-based relationships. It was conducted across two distinct time periods within two separate studies, one during preschool and one during high school. Findings/Results: We found that Black boys at both stages of development place primacy on care through school-related relationships with teachers, other adults, and peers. The Black boys in this study delineated distinctions in the dimensions of care, source of care, and their perspectives of the care they received from peers and adults in school. Taken together, caring for others and being cared for were critical to the educational experiences and well-being of Black boys in this study. Conclusions/Recommendations: This research contributes to understandings of Black boys’ school-related needs across two distinct developmental periods. As such, it is important for educators to see relational care as a vital tool for educational success of Black boys during the early years and continuously throughout their educational trajectories. Relatedly, educators must seek to incorporate care within the context of a relationship centered on a unique appreciation of each Black boy and his individual care needs, educational aspirations, and possibilities.

Taking an Equity Lens: Reconceptualizing Research on Latinx Students’ Schooling Experiences and Educational Outcomes

Previous research has expanded our understanding of Latinx students’ schooling and outcomes in many ways, but current knowledge fails to appreciate nuances associated with the constantly evolving Latinx population. In many cases, schools are ill prepared to serve these students. I offer recommendations for developing a robust knowledge base on the education of Latinx students and the roles that schools play in perpetuating or ameliorating inequities. Specifically, I discuss strength-based perspectives and the expansive diversity of the population as concepts that are essential to framing research and interventions that aim to improve education for the Latinx student population. I review the empirical evidence on achievement outputs and key features of the school opportunity gap—segregation, discrimination, family-school partnerships, classroom teaching and learning, and instruction language use. Finally, I propose implications for developing equity-oriented reforms to support the continuous improvement of Latinx students’ education.