STRATEGI PENDIDIKAN KARAKTER DALAM MENGANTISIPASI PAHAM RADIKAL DAN INTOLERAN DI SEKOLAH

The purpose of this study is to review the results of a survey conducted by LaKIP and PPIM from UIN Syarif Hidayatullah Jakarta as published in BBC Indonesia and Republika, regarding radicalism and intolerance in school. The method used is a literature review. The review concluded that the strategy anti-radicalism and intolerance can be done with two strategies. The first is a school cultural development strategy through collaboration in Wiyata Mandala program. The second, integrated learning strategies that integrate the five characters in every subject’s area. For the supervision and guidance of teachers in carrying out their profession as teachers, two strategies can be used. The first is the strategy for supervising teachers in carrying out their duties according to the discipline of civil servants regualtion. The second supervise, monitor and training for teachers. Abstrak Tujuan dari penelitian ini adalah untuk mengomentari hasil survey yang dilakukan oleh LaKIP dan PPIM dari UIN Syarif Hidayatullah Jakarta seperti yang dimuat di BBC Indonesia dan Republika mengenai paham radikalisme dan intoleransi yang terjadi di sekolah. Metode yang digunakan adalah studi literatur yang membahas mengenai pendidikan karakter siswa dan karakter guru. Hasil analisis diperoleh kesimpulan bahwa strategi penanaman anti radikalisme dan intoleran dapat dilakukan dengan dua strategi. Pertama strategi pengembangan budaya melalui kolaborasi melalui pogram wawasan wiyata mandala.Kedua strategi pembelajaran terintegrasi yaitu guru mengajarkan nilai-nilai lima karakter ke dalam mata pelajaran yang diampunya. Untuk pengawasan dan pembinaan terhadap guru dalam menjalankan profesinya sebagai guru dapat dilakukan 2 strategi. Pertama strategi pengawasan guru dalam menjalankan tugasnya sesuai disiplin pegawai negeri. Kedua strategi pembinaan dengan menerapkan pembinaan melalui pendidikan dan latihan bagi guru.

The Management of Tahfidz Al-Qur'an Learning at Homeschooling Public Learning Center

This article aims to determine and analyze the Tahfidz Al-Qur'an Learning Management at Homeschooling Public Learning Center of Abi And Ummi Junior High School Level of Islamic Education Foundation Jannati Medan Helvetia, which includes planning, organizing, implementing, and evaluating. Researchers are interested in knowing more about the management of tahfidz Al-Qur'an learning in this school because in its application this school is homeschool-based with the target of tahsin reading the Qur'an in conjunction and using STIFIn as a learning aid. This article uses a case study approach and uses three sources of evidence to be the focus of data collection in this study, namely: direct observation, interviews, and documentation. Data analysis in this study is in the form of making a detailed description of the case. In data analysis, the researcher reduces the data by summarizing, choosing the main things, focusing on the important things, looking for themes and patterns, and removing unnecessary ones, so that the reduced data provides a clearer picture. Then the researcher displays the data (presents the data) to make it easier to understand what is happening. Furthermore, the researcher carried out a conclusion drawing (concluding drawing/verification). The result of this article indicates that the planning of tahfidz Al-Qur'an learning is in the form of recruitment of supervising teachers, standards in new student admissions, preparation of learning programs, and setting memorization targets as a form of optimizing the homeschooling base where schools are expected to be able to create a comfortable and enjoyable learning and tahfidz atmosphere. so that it can give birth to Hafizh Al-Qur'an with the quality of reading Quran well. Organizing tahfidz Al-Qur'an learning using STIFIn as a tool to identify student intelligence machines to direct students to recognize appropriate memorization methods and teachers can take a personal approach to students so that students feel comfortable while memorizing the Qur'an and grow a love of Al-Qur'an -Qur'an. The implementation of tahfidz Al-Qur'an learning is in the form of face-to-face small groups where one supervising teacher is responsible for 8-10 students. The schedule for implementing the tahfidz Al-Qur'an learning is prepared by the tahfidz coaches, school principals and supervising teachers. There are 6 hours in a daily special time provided for tahfizh learning which is divided into 3 meetings, the first 1 hour to increase memorization, the second 3 hours to repeat memorization and the third 2 hours to increase memorization. Evaluation of tahfidz Al-Qur'an learning that is applied in the form of evaluations per day, month, and semester.

Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

Principals’ Difficulties at Female Saudi Secondary Schools

Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia. The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers’ unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects. These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals’ performance of supervision in Saudi Arabia.

Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers

Paraeducators play an important role supporting children with developmental disabilities in early childhood settings, and the current educational system has come to rely heavily on paraeducator supports. Unfortunately, most paraeducators receive limited training prior to engaging in their classroom roles and responsibilities, and teachers receive limited training related to supervising paraeducator staff. This study examined the roles and responsibilities, professional development experiences, perceived professional development needs, suggestions for professional development, and perceived barriers to professional development among early childhood paraeducators working with children with developmental disabilities and their supervising teachers using focus group method and a questionnaire. Implications for improving professional development practices among early childhood staff, remediating barriers to effective professional development, and future directions for research are discussed.

Mobile Devices Contribute to Feedback Processes

The use of mobile devices such as mobile phones and tablets in education is a problematic field of research that fits within the scope of assessment, mobile technologies, dialogic practices, and more broadly, feedback. This small pilot study investigated how supervising teachers incorporated a mobile device in the form of a video-enabled app into practicums to promote feedback in the form of dialogue and record achievements in alignment with requisite criteria. It further investigated the role of the app in the dialogic feedback process and the interactions between supervising teachers and preservice teachers when they undertake practical performance reviews. The findings showed that using mobile devices aids the dialogic practices of preservice teachers and leads to better outcomes. Despite the evidence, systemic organizational intent will be needed to reinforce the benefits and encourage adoption.

Supervising Teachers’ Insight in Developing Motivation and Confidence of Pre-Service English Teachers During Teaching Practicum

Pre-Service English Teachers (PSTs) of Tarbiyah Fakulty of IAIN Syaikh Abdurrahman Siddik Bangka Belitung do their teaching practicum at high schools. Their supervising teachers play important role in evaluating, couching and mentoring them. In order to develop PSTs motivation and confidence during teaching and learning process, this study was conducted. Some supervising teachers from some high schools in Bangka regency and Pangkalpinang were interviewed. And the findings showed that PSTs should learn more about lesson planning, classroom management, and speaking skills. The result of the interviewed also gave a brief explanation about some subjects and courses that must be equipped by PSTs before they have their teaching practicum at schools.

Motivation and Confidence of Pre-Service Teachers to Use English as Medium of Instruction during Teaching Practicum

Motivation and confidence in language teaching have always become interesting things to be observed. This study was intended to give a complementary views related to what factors might contribute to the ups and downs of how Pre-Service Teachers of English struggling to finish their teaching practicum at schools. Some supervising teachers at schools were requested to recall their memories and reopen documents about PSTs who ever conducted their teaching practice there. Their comments on how PSTs performed their instructions in the classroom might give solution to less-motivated and low confident PSTs. As a result, some courses at Tarbiyah Faculty which were given before PSTs having their teaching practicum need to be evaluated and revised.