PENDAMPINGAN IMPLEMENTASI KURIKULUM 2013 MELALUI SULASTRI DI SMPN 15 BANJARMASIN

The 2013 Curriculum Implementation assistance activity is an essential first step to accelerate understanding and skills in implementing the curriculum. To maintain and improve the continuity, performance, and implementation of the 2013 curriculum in each education unit, a study was carried out to implement the 2013 curriculum through "Sulastri" at SMPN 15 Banjarmasin. This mentoring program was carried out as a strengthening in understanding the concept of the 2013 curriculum.Cycle I Planning consists of a) determining teacher data to be given Sulatri, b) preparing observation sheets in the form of Sulastri instruments, namely teaching and learning administrative supervision instruments and classroom supervision instruments, c) holding initial meetings with teachers who would be given Sulastri for information and scheduling for each teacher, d) delivering the supervision instrument to each teacher who would be supervised, e) explaining the assessment that the teacher needs to know contained in the supervision instrument, f) explaining the main components of learning administration tools collected before the implementation of classroom supervision. In cycle II, it was carried out if the results of cycle I were considered unsuccessful or the indicators of research success had not reached the predetermined target.From the implementation of the first cycle, which was applied where Sulastri was carried out on 14 teachers, there had been an increase in the quality of performance even though it was still in the early stages, and the results were as follows: 1) The results of the supervision of learning administration (teaching and learning administration), the achievement of good and very good performance quality were 41.67%, 2) The results of classroom supervision, the achievement of good and excellent performance quality were 58.33%. Implementation of cycle II, which was re-implemented, was carried out by Sulastri activities. Against 14 teachers as research subjects, there has been a very significant increase in the quality of performance, namely: 1) The results of the supervision of the learning administration (lesson planning) have achieved a good and very good quality of performance by 100%. 2) The results of classroom supervision (implementation of learning), the achievement of good and excellent quality performance was 92.85%.With continuous supervision that is applied to all teachers at least once a year, teachers in carrying out their duties properly because they feel that there is supervision/control as well as coaching, so that it can be used to measure the quality of teacher performance on professional competencies both in the aspects of learning planning and implementation of learning. Implementing an integrated classroom supervision strategy abbreviated as Sulastri, and through Sulastri, it turns out to motivate the growth of willingness and ability to change, which leads to changes in improving the quality of teacher performance in learning. ABSTRAKKegiatan pendampingan Implementasi Kurikulum 2013 menjadi langkah awal yang sangat penting untuk mempercepat pemahaman dan keterampilan dalam mengimplementasikan kurikulum tersebut. Untuk memelihara dan meningkatkan kesinambungan, pemahaman dan implementasi kurikulum 2013 pada di masing-masing satuan pendidikan, dilaksanakan penelitian tentang pendampingan implementasi kurikulum 2013 melalui “Sulastri” pada SMPN 15 Banjarmasin. Program pendampingan ini dilakukan sebagai penguatan dalam memahami konsep kurikulum 2013. Siklus I Perencanaan terdiri dari: a) Menetapkkan data guru yang akan diSulastri, b) Menyiapkan lembar observasi dalam bentuk instrumen Sulastri, yaitu instrumen supervisi administrasi KBM dan instrumen supervisi kelas, c) Mengadakan temu awal dengan para guru yang akan di Sulastri dalam rangka informasi dan penyusunan jadwal pada masing-masing Guru, d). Menyampaikan instrumen supervisi kepada masing-masing guru yang akan disupervisi, e) Menjelaskan penilaian yang perlu diketahui oleh guru yang terdapat dalam instrumen supervisi, f) Menjelaskan komponen perangkat utama administrasi pembelajaran yang dikumpulkan pada saat sebelum pelaksanaan supervisi kelas. Pada siklus II dilakukan apabila hasil siklus I dianggap belum berhasil atau indikator keberhasilan penelitian belum mencapai target yang telah ditetapkan. Dari pelaksanaan siklus I yang diterapkan dimana dilakukan Sulastri terhadap 14 orang guru telah terdapat peningkatan kualitas kinerja walaupun masih dalam tahaf awal, yang hasilnya adalah sebagai berikut:Hasil supervisi administrasi pembelajaran (administrasi KBM) pencapaian kualitas kinerja baik dan sangat baik sebesar 41,67%.Hasil supervisi kelas, pencapaian kualitas kinerja baik dan sangat baik sebesar 58,33%. Pelaksanaan siklus II yang diterapkan kembali dilakukan kegiatan Sulastri terhadap 14 orang guru sebagai subyek penelitian telah terdapat peningkatan kualitas kinerja yang sangat berarti, yaitu: 1) Hasil supervisi administrasi pembelajaran (perencanaan pembelajaran) pencapaian kualitas kinerja baik dan sangat baik sebesar 100%. 2) Hasil supervisi kelas (pelaksanaan pembelajaran), pencapaian kualitas kinerja baik dan sangat baik sebesar 92,85%. Dengan supervisi berkesinambungan yang diterapkan pada semua guru minimal setahun sekali, maka guru dalam melaksanakan tugasnya dengan baik, karena mereka merasa adanya pengawasan/kontrol sekaligus pembinaan, sehingga dapat digunakan untuk mengukur kualitas kinerja guru pada kompetensi profesional baik aspek perencanaan pembelajaran maupun pelaksanaan pembelajarannya adalah dengan menerapkan strategi supervisi kelas terintegrasi disingkat Sulastri, dan dengan Melalui Sulastri ternyata dapat memotivasi tumbuhnya kemauan dan kemampuan untuk berubah yang berujung pada perubahan peningkatan kualitas kinerja guru dalam pembelajaran. Kata Kunci: Pendampingan Implementasi Kurikulum 2013, Melalui Sulastri.

Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors

Introduction Nursing students are exposed to ethically challenging conditions in their future workplaces; hence, they must be ethically knowledgeable and morally sensitive to provide patients with holistic care based on sound ethical decision-making skills. Objectives: This study aimed to assess nursing students’ perception of their academic ethical awareness and moral sensitivity and determine the relationship between these variables. Methods: We conducted a descriptive correlational research study with a convenient sample of nursing students (N = 246) in a Saudi University nursing college. Data were collected using the Academic Ethical Awareness Questionnaire and Moral Sensitivity Questionnaire. We used descriptive statistics, ANOVA, and regression analyses. Results: Nursing students exhibited moderate academic ethical awareness and moral sensitivity. The regression analysis showed that academic ethical awareness can substantially predict 28.8% of the explained moral sensitivity variance ( p < 0.001). Nursing students were aware that the violation of patients’ respect or confidentiality and cheating in examinations were unethical behaviors. However, they showed low ethical awareness toward plagiarism behaviors. Furthermore, they reported higher moral sensitivity for patient-oriented care and professional responsibility and did not experience conflict. Academic level and integrated classroom and clinical learning experiences seemed to positively impact students’ academic ethical awareness. Conclusion: The findings provide a basis for monitoring nursing students’ professional misconduct so that they maintain integrity and adhere to academic ethics guidelines. Constant exertions for fostering nursing ethics courses with inspiring learning content and innovative instructional material are vital in improving nursing students’ academic integrity and ethical care.

Research on the “Three Movements, Two Steps, Three Dimensions” online and offline hybrid teaching model--The Principles of Management as an example

In the current social context, information technology and education teaching are deeply integrated, classroom teaching is gradually changing from “teacher-centred” to “student-centred”, and the traditional teaching mode is gradually changing to the online and offline hybrid teaching mode. In this paper, we analyse the limitations of traditional teaching methods and propose a hybrid online and offline teaching model based on the Principles of Management. This model combines online and offline teaching, changes the roles of teachers and students, promotes teaching with learning, and enhances interaction in the teaching process, creates an immersive classroom atmosphere, enhances students’ sense of access, realises the leap from Bloom’s first-order understanding to higher-order understanding through human-computer interaction, teacher-student interaction and student-student interaction, and cultivates students’ structured thinking, critical thinking and innovative thinking.

SOLUTION OF EDUCATIONAL MANAGEMENT OF SOCIAL EVILS PREVENTION AND FIGHTING SKILLS FOR STUDENTS IN HIGH SCHOOLS IN BAO LOC CITY, LAM DONG PROVINCE IN THE CURRENT 4.0 INDUSTRIAL REVOLUTION CONTEXT

Education of social evils prevention skills for students at high schools in Bao Loc city, Lam Dong province in recent years has been implemented and implemented with the best results. High schools organized through integrated classroom subjects; through out-of-class-time educational activities…Students were initially equipped with basic knowledge and skills on social evils prevention and control. However, the effectiveness of educational activities has not been as expected, the applicability is still low, the participation of the coordinating forces is lack of consistency and coherence, somewhere in the educational environment is not the safety and health real for students. Based on the principles of proposing solutions, the author has proposed 6 educational management solutions for social evils prevention skills for students in high schools in Bao Loc city, Lam Dong province. in the current industrial revolution 4.0. These solutions all have a close relationship, mutual impact are suitable with the actual conditions of the schools and are appreciated through the testing process.

What Should Be Considered when Developing ICT-Integrated Classroom Models for a Developing Country?

This study aims to identify factors to be considered when developing Information and Communication Technology (ICT)-integrated classroom models and to suggest a conceptual framework for considering more appropriate classroom models, tailored to the environments and needs of each developing country. In-depth interviews were conducted with experts, yielding many factors to be taken into account when integrating ICT in various educational contexts of developing countries. The factors are categorized into five domains: current status and relevant policies in ICT education, ODA (Official Development Assistance) goals and priority setting, infrastructure and technical challenges, pedagogical methods, and educational resources. Based on the recommendations elicited for the five categories, we suggest a conceptual framework that provides practical guidance on the criteria for selecting classroom models suited to each partner country’s environments and contexts. This study also draws implications from the interviews for classroom design guidelines related to hardware and infrastructure, to improve the sustainability of ICT-integrated classroom projects.