Microteaching: An Opportunity for Meaningful Professional Development

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement by practicing evidence-based and high leverage strategies. Professionals, working with a small group of peers, engage a four-phase process that includes planning, enactment of a strategy, as well as individual and group reflection. Professionals use the opportunity to explore a teaching strategy that is responsive to student needs in the context of critical friends. Having an opportunity to try it out before introducing it in the classroom can be a valuable way to work out bugs, discover aspects that need development, and build a sense of efficacy. Microteaching is a way to support collegial growth by seeing into each other’s classroom practice.

Developing Writing Module “Retisa de Rikayat” South Sumatera

This research and development is motivated by the desire and hope of materializing learning materials that have relevance to the learning and psychological needs of Indonesian Language Education students, especially giving the effect of a writing culture embedded in students. The long-term goal is the formation of independent, creative, and productive student literacy characters in an effort to empower themselves to explore the ability to write literary works, especially folklore. The modules are developed based on the Rowntree development model. The procedure is divided into three main stages, namely needs analysis, developing draft modules, and evaluating expert lecturers. The subjects of this study were students of Indonesian Language Education FKIP, PGRI Palembang University who took the Literature Writing course. To measure the level of validation of the writing module, Retisa de Rikayat in supporting the mastery of the ability to write literary works was evaluated by expert lecturers in the field of Indonesian language. The writing module of Retisa de Rikayat is quite effective as an alternative complementary teaching material for writing literary works, especially learning to write folk tales. This is in accordance with the results of the assessment, this module has an average score of 76.8 from expert lecturers which is in the good category and is arranged according to the analysis of student needs.

ANALISIS PRELIMINERY RESEARCH PHASE MENGGUNAKAN MODEL PENGEMBANGAN PLOMP SEBAGAI DASAR PENGEMBANGAN MODUL BELAJAR DAN PEMBELAJARAN PENDIDIKAN BIOLOGI BERMUATAN HASIL RISET UNTUK MAHASISWA

The purpose of this study is to describe the preliminery research phase data obtained as a basis for the development of learning and learning modules containing research results that will be developed later. The development model used in this study is the Plomp model which has been carried out until the initial investigation data stage. Preliminary investigation data revealed some initial findings including; analyzing the Semester Learning Plan (RPS), interviews with learning and learning lecturers in the Biology Education Study Program FKIP Riau Islamic University, student questionnaire problems in conducting learning and learning lectures, student needs questionnaire in learning and learning lectures, and analysis of learning and learning modules used in learning and learning teaching materials previously in learning and learning lectures. The results revealed in the analysis of the Semester Learning Plan (RPS) there were thirteen topics in learning and learning. The results of interviews conducted with lecturers in learning and learning courses also revealed obstacles in the implementation of learning and learning lectures, one of which was the lack of student references to study learning and learning. Student problem questionnaire revealed that students do not yet have a learning and learning module with a percentage of 13.71%. Student needs questionnaire revealed that students strongly agree the need to develop learning and learning modules containing research results with a percentage of 100%. The learning and learning module that has been used in the learning process does not meet the standards of the Ministry of Research, Technology, and Higher Education Directorate General of Learning and Student Affairs Directorate of Learning in 2017. The conclusion of this study is the need to develop learning and learning modules containing research results for biology students to help the lecture process in the classroom.

Using evaluative frameworks to examine the implementation outcomes of a cognitive behavioral therapy program for autistic students with anxiety within public school settings

Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by interdisciplinary school providers and the broader impact of these programs. This study aimed to address this gap and was part of a larger trial that examined the effectiveness of Facing Your Fears–School-Based across 25 public schools. Study aims were to understand the impact of Facing Your Fears–School-Based and factors that impacted implementation. Thirty providers participated in exit interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Primary themes included (1) the fit of Facing Your Fears–School-Based for diverse students; (2) the effects of Facing Your Fears–School-Based on students’ school participation; and (3) planned Facing Your Fears–School-Based maintenance. Participants also highlighted the program’s accessibility for non-mental health providers and reported adapting Facing Your Fears–School-Based in response to student needs. Results suggest that Facing Your Fears–School-Based may have a broader impact on students and highlight the importance of task sharing to overcome mental health staff shortages within public schools. Programs that can be implemented flexibly are also critical given variability in school structures and student needs. Lay abstract Cognitive behavioral therapy helps to treat anxiety symptoms in autistic youth, but it is difficult for families to access cognitive behavioral therapy in the community. Training school providers to deliver cognitive behavioral therapy may help autistic youth and their families to access these programs. Unfortunately, we do not know how cognitive behavioral therapy programs can be delivered by school providers and how these programs help the autistic students who access them. This study addressed this gap and was part of a larger study that looked at the effectiveness of Facing Your Fears–School-Based in 25 public schools. The study goals were to understand whether Facing Your Fears–School-Based helped students and the factors that made it easy or difficult to deliver Facing Your Fears–School-Based in schools. Thirty providers participated in interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Participants shared information that fell into several major categories that included (1) delivering Facing Your Fears–School-Based to many different students; (2) the positive impact of Facing Your Fears–School-Based on students’ school participation; and (3) plans to continue using Facing Your Fears–School-Based. School providers also shared that Facing Your Fears–School-Based was easy to use for non-mental health providers and reported adapting Facing Your Fears–School-Based to meet student needs. The results of this study suggest that Facing Your Fears–School-Based may help autistic students and highlight the importance of using mental health programs in schools that are flexible, able to be adapted, and that are able to be used by many different types of school providers.

Pedagogical Characteristics of Learning Support

The study of learning support is carried out in the context of inclusive education and with a view to its purpose to respond to the diversity of student needs. As an act of pedagogical interaction, support has a key role in the formation of the complex autonomy of children and students. Defining pedagogical characteristics of learning support allows us to discover its meaning and power of action in pedagogical practice at school level, the learning space and the systematization of the responsibilities of those involved.

Transformation Of Guidance And Counseling In The Pandemic Era

Guidance and counseling service innovation in the pandemic era is a necessity. Guidance and counseling services are carried out online, becoming a service model that is widely applied in madrasas. This study aims to describe the innovation of guidance and counseling services in madrasas. This study uses a survey approach and literature review. A literature review was carried out to examine various innovations in counseling services during the pandemic, while the difficulties of students in online-based counseling services were carried out in a survey. Research respondents are 383 students who receive online guidance and counseling services at Madrasah Tsanawiyah. Data collection was carried out by means of questionnaires and interviews with 30 Guidance and counseling teachers. The research instrument was sent by uploading a google form to the respondent. Data processing was carried out by descriptive statistics, while the data from interviews were analyzed deductively and qualitatively. The results showed that the innovation of guidance and counseling services was carried out on student needs assessment activities, counseling services, group guidance and classical services. The online service media used are Telephone, Video Call, WA, Facebook Messenger, e-learning, Google class, Youtube live streaming, Zoom, Google Meet which connects Guidance and counseling teachers with students. The process of online guidance and counseling services at madrasas is fun and easy and effective for students. In the implementation of online services, there are still obstacles in the guidance and counseling service infrastructure.

Analysis of online learning based edmodo in pandemic era in atomic structure classes x at senior high school harapan 1 Medan

Education in Indonesia since middle-March 2020 has undergone significant changes. Online learning to answer questions is a solution to the virus problem that has spread to cut cases of the Covid-19 virus using online media. Edmodo is a learning application that the application can use in bold type learning, including atomic structure material. This study analyzes the Edmodo-based understanding used for learning media on atomic structure material and how students respond to the Edmodo application in chemistry learning, especially atomic structure material. The research method used is descriptive qualitative. The results showed that the effectiveness of learning was 69%, application sustainability during the pandemic was 76%, ease of access was 97%, ease of communication was 61%, the clear assessment was 84%, and understanding of the material Edmodo was 59%. Implementing chemistry learning consists of (1) choosing Edmodo as a bold learning medium in chemistry learning based on analyzing student needs with reasoning and mastery of applications; (2) planning the application as a student learning medium as described in the Semester Learning Plan; (3) implementation in Edmodo-based online learning is carried out well and smoothly based on semester learning plan; and (4) edmodo as an application can help carry out chemistry learning in atomic structure subjects to measure student learning outcomes. So it can be concluded that Edmodo is a practical application to use during the Pandemic of Covid-19.

“An Overwhelming Cloud of Inertia”: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic

In the wake of the COVID-19 pandemic, beginning in March 2020, educators at all levels faced the challenge of responding to student needs and utilizing technology for instruction. While much of the emerging research highlights the experiences of students and instructors as they shifted from face-to-face to remote learning, this study explores the experiences of students in a fully online graduate program as the scope of the pandemic was growing. What is the best way to maintain a community of inquiry (Garrison et al., 2000) when so much is changing? This case study explores the impact of a variety of course design changes that sought to help students meet learning objectives while also seeking to alleviate the unanticipated pressures created by external forces. Ultimately, the findings suggest that increased flexibility with due dates and access to course materials were the most helpful strategy for helping students deal with the disruptive events of the semester. In addition, managing the disruptions and finding some sense of balance were important for both instructors and students.

DUT Guide on Supervision

The aim of this guide is to provide tips for supervisors on how to support students as active, independent and prepared participants who drive their own projects forward. It relates to supervision of projects at bachelor-, master- and PhD level. The underlying basis of the guide is twofold: 1) supervision is an increasingly complex activity that involves a demanding set of competences; 2) a good supervisor is a flexible supervisor who can adapt to different situations, student needs and levels of the curriculum.