Pengaruh Manajemen Kelas Virtual Terhadap Motivasi Belajar Daring Peserta Didik

Classroom management is a conscious effort to systematically organize teaching and learning process activities that lead to success, which has a relationship with the encouragement of students to actively learn even though the implementation of the teaching and learning process is online. The purpose of this study was to determine whether there is a significant relationship between virtual classroom management and students' online learning motivation and how much virtual classroom management contributes to students' online learning motivation at Madrasah Ibtidaiyah Kalifa Nusantara for the 2020/2021 academic year. This type of quantitative research uses systematic scientific research on the parts and phenomena and the causality of their relationships. The results showed that: 1) There was a significant relationship between virtual classroom management and online learning motivation of students at Madrasah Ibtidaiyah Kalifa Nusantara. This is indicated by the virtual classroom management variable, which has a positive regression coefficient towards online learning motivation of 38.355, meaning that if virtual classroom management has an increase of 1 point, online learning motivation will increase by 38.355. It is also known that the count of 6.360 is more excellent than the table at a significant level of 5%, which is 1.693. This means that Ho is rejected and Ha is accepted, so it is stated that the correlation of the X variable with the Y variable is significant. 2) The virtual class management variable (X) has a simultaneous contribution of 57.4 to the online learning motivation variable (Y), and the remaining 42.6% is influenced by other factors not examined by the author.

Gamification in Classroom Management

This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.

Pendampingan pengajaran Metode Iqro’ untuk guru-guru di TPA Hayatinnur Tambun Selatan Bekasi

The Iqra method is one of the methods in teaching the Qur'an. This method uses the Iqra book, consisting of 6 levels or volumes. Each volume has its difficulties, from volume 1 being the easiest to volume 6 being the most difficult. Many Al-Qur’an Education Parks (TPA) use this method, but in reality, TPA teachers still do not fully understand this Iqra teaching method. Therefore, this PKM aims to identify and improve the quality standards of teaching reading Al-Qur’an using the Iqra method through mentoring activities. Partners in this service come from all teachers and guardians of students at TPA Hayatinnur. This service was held on February 15-16, 2021, at the Hayatinnur TPA hall, attended by four teachers and 24 student guardians divided into two shifts. The method used in this implementation is a direct demonstration or training on the Iqra Method Teaching technique, Class Management, and Classical Iqra Teaching & Problem Solving. After the mentoring was done, it was clear that the teachers had begun to master teaching techniques.

TEACHERS’ PERCEPTIONS OF THE CHALLENGES IN THE ONLINE EFL TEACHING: A REVIEW OF PREVIOUS STUDIES

Technological advances and the COVID-19 have accelerated the shift from traditional learning to online learning. Educational institutions have no choice but to convert the classroom setting into online classes. When teaching online, EFL teachers may have encountered challenges. This paper aims to review some previous studies on the teachers’ perceptions of the challenges in online EFL teaching, in Indonesia and other countries. This study employs library research. The result shows that challenges occurred during the implementation of online EFL teaching and learning. In other countries such as Korea, Thailand, Iran, China, and Saudi Arabia, the challenges are mostly related to the students’ learning process including the time and class management. On the other hand, in Indonesia, the challenges are more complex. Lack of experience with the online teaching methods and the limitations regarding the adequate internet facilities become the challenges that are most complained by the teachers.Abstrak:Kemajuan teknologi dan COVID-19 telah mempercepat peralihan dari pembelajaran tradisional ke pembelajaran online. Institusi pendidikan tidak punya pilihan selain mengubah pengaturan kelas menjadi kelas online. Saat mengajar online, guru EFL mungkin menghadapi tantangan. Makalah ini bertujuan untuk meninjau beberapa penelitian sebelumnya tentang persepsi guru tentang tantangan dalam pengajaran EFL online, di Indonesia dan negara lain. Penelitian ini menggunakan penelitian kepustakaan. Hasil penelitian menunjukkan bahwa tantangan terjadi selama pelaksanaan pembelajaran EFL online. Di negara-negara lain seperti Korea, Thailand, Iran, Cina, dan Arab Saudi, tantangannya lebih banyak terkait dengan proses belajar siswa termasuk waktu dan manajemen kelas. Di sisi lain, di Indonesia, tantangannya lebih kompleks. Kurangnya pengalaman dengan metode pengajaran online dan keterbatasan fasilitas internet yang memadai menjadi tantangan yang paling dikeluhkan oleh para guru.

Pelatihan Pengelolaan Kelas Daring Berbasis Aplikasi Google Classroom dan Edpuzzle di SMP PGRI 5 Denpasar Bali

The purpose of this service activity is to improve the ability of teachers at SMP PGRI 5 Denpasar in managing online classes by providing online class management training based on the Google Classroom and Edpuzzle applications. The method of implementing this activity is lecture, practice, and discussion. Lectures were conducted to deliver material on the stages of classroom management using Google Classroom and using videos on Edpuzzle. The participants of this activity were all teachers of SMP PGRI 5 Denpasar totaling 40 people. For online class management, participants were given training in class management and grades, using forums, and making materials and quizzes. For the use of videos as learning materials, participants were training in choosing videos, editing videos, inserting messages and questions as well as multiple choices. The results of this service activity are as many as 72,5% of participants have been able to manage online classes and integrate with Edpuzzle. Partners have also agreed to use Google Classroom and Edpuzzle for learning for the 2021/2022 academic year.

Persepsi Siswa terhadap Keterampilan Mengajar Guru di SMK Negeri 1 Lembah Gumanti

This study is based on the results of the author's observations at SMK Negeri 1 Lembah Gumanti regarding Teacher Teaching Skills which are still not being implemented optimally. This study aims to obtain information about Student Perceptions of Teacher Teaching Skills at SMK Negeri 1 Lembah Gumanti from the indicators of opening lessons, explaining, asking questions, providing reinforcement, class management, and closing lessons. This study is descriptive with quantitative methods. The population of this study were 515 students of SMK Negeri 1 Lembah Gumanti class XI and XII in the Department of Communication, Hospitality, Culinary, Clothing, so the sample size was 89 respondents. Sampling in this study used the Stratified Propotional Random Sampling technique. The materials collected using a questionnaire with a Likert scale have been tested for validity and reliability. The average formula is used in processing the data in this study. The data show student responses regarding the skills of teachers from: (1) opening good category lessons with a value of 3.84; (2) describes the good category with a value of 3.84; (3) asking for a fairly good category with a score of 3.52; (4) provides a fairly good category reinforcement with a score of 3.46; (5) managing good category classes with a score of 3.73; (6) closing the lesson in the category of good enough with a score of 3.57. Overall Students' Perceptions of Teacher Teaching Skills at SMK Negeri 1 Lembah Gumanti were in a good category with a score of 3.66.