Teacher Planning at Integrated Islamic Elementary School

The planning process of a teacher entails numerous components. The elements pertaining to teachers include the teacher-student ratio, professional competence, and Iman and Taqwa (IMTAQ). The study's objective was to examine teacher planning at a Bengkulu-based Integrated Islamic Elementary School (SDIT). This study employs a qualitative methodology. The data collection technique use observation, documents, and interviews. The data analysis in this study was descriptive-analytic. The study's findings indicated that SDIT Bengkulu's teacher planning was carried out by a collegial collective team comprising a principal and five deputy principals. Six individuals acted as informants. Teacher planning's purpose is to ensure that the teacher-student ratio and teacher competencies, specifically teacher professionalism and religion, are met.

Praise or Criticism? How Should Teachers Give Effective Feedback in the Classroom Teaching?

Tere are many factors that affect students' academic performance. Early studies emphasized students’ existing foundations, their own abilities (Stigler, Lee & Stevenson, 1986), family factors (Wang, 2015), school or class organizational structure (Angrist, & Lavy, 1999; Häkkinen, Kirjavainen & Uusitalo, 2003), cultural factors (Stigler, Stevenson, 2005; Geary, Bow-Thomas, Fan & Siegler, 1993) and other influences on their academic performance. However, the research on the influence of teacher factors has only received attention since the 1980s. Researchers explored the relationship between teachers’ classroom behavior and students’ academic performance, trying to focus on the teaching process (Lockheed & Komenan, 1989), teacher guidance (Brophy, 1988), teacher feedback (Gettinger, & Stoiber, 1999), Teacher planning and preparation (Peterson, Marx & Clark, 1978) explored the causes that can significantly affect students' academic performance.

The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam

This study aimed to analyze and describe instructions applying problem-based learning in school. The research design is a systematic literature review conducted in seven steps. Data searched and retrieved from google scholar. Eligibility criteria for selected studies are articles published between 2017-2021 and written in the Indonesian language. This study concluded that applying problem-based learning in instruction positively affects learning outcomes, especially problem solving and critical thinking ability. PBL steps commonly used in classrooms are the teacher planning the lesson, stating the learning objectives, explaining the subject matter, dividing the group, students carrying out investigations, the teacher providing feedback. These steps are more of a learning activity than a sequence of learning activities.

Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England

Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.

Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation untuk Meningkatkan Hasil Belajar Peserta Didik

Class Action Research with the aim to know the model of Cooperative Learning Type Investigation Group can be the result of learning students on redox reaction material and electrolysis class XII IPA-1 SMA Negeri 2 Leuwidamar. Ongoing learning Investigation Group Hoping to be the results of learning students class XII IPA-1. Which variables are the Use of Cooperative Model Learning Type Investigation Group (X) and Learner Learning Outcomes (Y). Which data are qualitative and quantitative data from the results of Final Research I, II and Grade III through the Education Process in Class XII IPA-1 SMA Negeri 2 Leuwidamar Lebak Regency. The results of the study concluded that Cooperative Learning Type Investigation Group is very and interesting for learning learning. The result of the following data : a. Activity level is good from the average age I value of 42.85% , among which is 59.52% and age iii by 90.48% ; B. Teacher planning in the time carried out in the course of healthy quarter I score 4.58, score ii at 4.68 and grade III score 5.00 and Communication process on on score I 3.78, on score II 4.35 and score III 4.75; score 4.75 ; score score c. Student learning outcomes, before complete education students there are 5 (14.29%), life I there are 11 (31.43%), grade II there are 18 (51.43%) and among others there are 30 (85.71%). So it can be concluded that the use of Model Learning Type Investigation Group can increase the activities of students who are in the aftermath of the results of learning.

PENDIDIKAN KARAKTER DALAM MENINGKATKAN ETIKA BERWIRAUSAHA

Penelitian ini bertujuan untuk mengetahui: 1) Langkah-langkah menanamkan nilai pendidikan karakter terhadap peserta didik; 2) Pelaksanaan pendidikan karakter dalam etika wirausaha (praktik kewirausahaan). Penelitian ini dilakukan dengan metode kualitatif. Subjek Penelitian ini adalahkepala sekolah, Guru dan Peserta didik.Adapun prosedur penelitian ini yaitu: (1) Melakukan studi pendahuluan ke lokasi penelitian yaitu SMA Muhammadiyah Palangkaraya; (2) Menyusun instrumen penelitian; (3) Merancang prosedur pengambilan data; (4) Pelaksanaan; dan 5) Analisis data. Teknik pengumpulan data melalui wawancara tidak terstuktur, angket dan dokumentasi. Data yang diperoleh dianalisis menggunakan deskriptif kualitatif melalui reduksi data, penyajian data (display data), verifikasi dan simpulan. Hasil penelitian menunjukkan bahwa: 1) Langkah-langkah menanamkan nilai pendidikan karakter pada peserta didik terdiri dari beberapa tahapan; mulai dari perencanaan guru menyusun Rencana pembelajaran, pelaksanaan pembelajaran yang menarik dengan meintegrasikan nilai-nilai karakterdan evaluasi pembelajaran untuk mengukur dan melihat sejauhmana pendidikan karakter tersebut diterapkan dalam etika wirausaha; 2) Pelaksanaan pendidikan karakter dalam etika wirausaha di SMA Muhammadiyah 1 Palangkarayadengan menanamkan karakter disiplin, jujur, kreativitas, ulet, dan komunikatif secara umum dengan kategori baik, yang ditunjukkan: (a) Kegiatan praktikpenjualan langsung dengan kategori cukup baik; (b) Kegiatan praktik kewirausaan kelompok dengan kategori baik; (c) Penggunaan poster untuk meningkatkan gairah berwirausaha dengan kategori baik; (d) Pemberian reward bagi peserta didik maupun guru mendapatkan respon positif.___________________________________________________________________ This study aims to determine the: 1) Steps to instill the value of character education in students and to find out how to; 2) Implement character education in entrepreneurial ethics (entrepreneurial practice). This research was conducted using qualitative methods. The subjects of this study were teachers and students. The procedures for this research are: (1) Conducting a preliminary study to the research location, namely SMA Muhammadiyah Palangkaraya; (2) Develop research instruments; (3) Design data collection procedures; 4) Implementation; and (5) Analysis data collection techniques through unstructured interviews, observation, questionnaires and documentation. The data obtained were analyzed using qualitative descriptive through data reduction, data presentation (data display), verification and conclusions. The results showed that: 1) The steps to instill the value of character education in students consisted of several stages; starting from teacher planning in compiling entrepreneurial learning plans, implementing interesting learning by integrating character values, as well as conducting and evaluating to measure and see to what extent character education is well implemented by students; 2) Implementation of character education in entrepreneurial ethics at SMA Muhammadiyah 1 Palangkaraya by instilling disciplined, honest, creative, tenacious, and communicative characters. The results of the implementation of character education: (a) Direct selling practice activities in a fairly good category; (b) Entrepreneurship practice activities with good categories; (c) The use of posters to increase entrepreneurial enthusiasm with good categories; (d) Giving rewards to students and teachers getting a positive response.

Inscribed objects as resources for achieving progressivity in lesson planning talk

As a means of furthering their talk, co-present participants will on occasions orient to environmentally available text, such as that in a book or on a computer screen. This sort of action commonly relies on a combination of both embodied and spoken interactional practices to enable elements of the written language to become part of the ensuing talk. Such actions as pointing to part of a page or gazing at an illustration and then naming it can help establish a joint focus of attention, particularly in talk in which the textual object plays a role in future activities the participants are discussing. This study uses conversation analysis to suggest that textual objects therefore become an affordance for turn progressivity, since they contain language components that can serve as both potential prompts and turn-incorporable elements. The data are taken from Japanese/English bilingual interaction video-recorded between elementary and junior high educators who are preparing to team-teach English classes in Japan. We examine this phenomenon in two distinct sequential contexts: (1) devising a plan and (2) sharing a plan. The study provides insight into the ways inscribed objects can be used to facilitate interaction within the professional practice of team-teacher planning.

Analisis Implementasi Pembelajaran Daring Mengenai Materi Mitigasi Bencana Alam Selama Pandemic Covid-19 di SMA Batik 1 Surakarta

Bencana alam dapat terjadi secsra tiba-tiba maupun melalui proses yang berlangsung secara perlahan. Bencana tentu dapat menimbulkan kritis dalam berbagai aspek, maka diperlukan pemahaman tentang bagiamana respon yang harus dilakukan oleh masyarakat menjadi penting dalam kesiapsiagaan masyarakat namun selain masyarakat pemahaman mengenai kesiapsiagaan perlu diketahui oleh anak-anak sejak usia dini maupun peserta didik di sekolah. guru memiliki peran penting untuk memberikan pembelajaran mengenai kebencanaan dan mitigasi bencana pada mata pelajaran geografi yang dapat disampaikan melalui pembelajaran daring mauapun pembelajaran tatap muka. Tujuan penelitian untuk mengetahui pengaruh pembelajaran daring terhadap pengetahuan siswa kelas XI IPS di SMA Batik 1 Surakarta mengenai materi mitigasi bencana alam banjir, menganalisis perencanaan guru dalam menerapkan pembelajaran daring selama proses pembelajaran geografi terkait materi mitigasi bencana alam banjir dan mengavaluasi strategi yang tepat untuk meningkatkan pemahaman siswa kelas XI IPS mengenai materi mitigsi bencana alam banjir. Metode penelitian yang digunakan adalah metode deskriptif mix metode, data dikumpulkan menggunakan instrument penelitian berupa questioner atau daftar pertaanyaan soal untuk siswa dan beberapa pertanyaan untuk guru. Populasi dalam penelitian ini berjumlah 30 siswa dan 1 guru geografi kelas XI IPS. Hasil penelitian diketahui bahwa pembelajaran daring mengenai materi mitigasi bencana alam memiliki pengaruh baik terhdap siswa dalam pengetahuan penyebab banjir dan pemahaman mengenai tindakan penyelamatan diri saat terjadi bencana banjir, selain itu diperlukan strategi serta perencanaan pembelajaran daring yang baik oleh guru untuk meningkat pemahaman siswa agar pembelajaran daring dapat dilakukan secara efektif. Natural disasters can occur suddenly and through a slow process. Disasters can cause critical in various aspects, so it's necessary for understanding the response that must be done by the society and become important in society preparedness, but in addition to the society understanding about preparedness needs to be known by children from an early age as well as students in schools. teachers have an important role to available in providing learning about disasters and mitigation in geography subjects that can be delivered through online learning and face-to-face learning. The aim of the research is to know the influence of online learning on the knowledge of students at SMA Batik 1 Surakarta grade XI on flood natural disaster mitigation materials, analyze teacher planning in applying online learning during the geography class process related to flood natural disaster mitigation materials and evaluate appropriate strategies to improve the understanding of grade XI IPS students on flood natural disaster mitigation materials. The research method is a descriptive method mix method, data collection method used research instruments in the form of questioners or question question lists for students and some questions for teachers. The population in this study was 30 students and 1 geography teacher grade XI IPS. The results of the study are known that online learning about natural disaster mitigation materials has a good influence on students in the knowledge of flood causes and understanding of self-rescue actions in the event of a flood disaster, in addition to the need for good online learning strategies and planning by teachers to improve students' understanding so that online learning can be done effectively.

Trend Analysis Based Educator Planning

Many cases show that the condition of existing resources will cause problems for every educational institution. There are two possibilities; (1) If the number of teachers is lower than the ideal number, and (2) If the number of existing teachers exceeds the ideal number needed. Therefore, each institution must plan teacher needs with a scientific approach, both qualitative and quantitative. This study aims to plan teacher needs for the 2018/2019 school year at the International Standard Madrasah, Amanatul Ummah, Pacet, Mojokerto, East Java. The teacher planning used in this study is a trend analysis predicting the number of new students in 2018/2019 which will then be the basis for determining the number of study groups. Based on the number of study groups, it is then determined by the needs of teachers, especially those who are subject to national testing. The results showed that the composition of the teacher was needed, based on the basic and current needs of the trend analysis.

Underutilized Technology Solutions for Student Writing

This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly available technology families are described with associated online tool exemplars. These tools can be used during writing instruction across educational settings to support varying student needs. Recommendations are also made for a step-by-step approach to embedding technology within various components of writing (i.e., prewriting, research, drafting, editing, proofreading) that allows for implementation of writing strategies paired with commonly available technology. Finally, guidelines are shared to support teacher planning and implementation of effective writing strategies supported with technology.