Perbandingan Manajemen Kurikulum Sebelum Dan Selama Pandemi Covid-19 Di Sekolah Dasar Islam Mohammad Hatta

The curriculum is the core subject of education. Oliva mentioned "curriculum that is thought" (what), in the form of programs, plans, materials to be taught (content). Meanwhile, the meaning of learning (instruction) is more of "means used to teach that which is thought" (how), in the form of methods, teaching strategies, teaching approaches, implementation of learning in class and outside the classroom. Once the importance of curriculum management as the main management substance in schools, the basic principles of curriculum management emphasize that the learning process can run well, by measuring the achievement of goals by students and encouraging teachers to develop and continuously perfect learning strategies carried out in class.The curriculum plays an important role in realizing quality and quality schools, to create a quality curriculum, empowerment in curriculum management is needed. Management of the institutional-level curriculum needs to be coordinated by the leadership which is developed integrally in the context of School-Based Management and the Education Unit Level Curriculum and is adjusted to the vision and mission of the Educational Institution. The SDI Mohammad Hatta curriculum is intended for all school members, especially students, educators and education personnel, the formation of school culture can be carried out by schools through a series of planning activities, implementation of learning that is more student-oriented, comprehensive assessment of school-level planning in essence is strengthening the preparation at SDI Mohammad Hatta level, such as establishing a vision, mission, goals, curriculum structure, academy calendar and syllabus preparation. This type of qualitative research uses descriptive research methods. The purpose of this study was to describe the curriculum management at SDI Mohammad Hatta and to describe how the education unit level curriculum was before and during the Covid-19 pandemic.

Flipping the classroom to promote higher order thinking skill: A case of Chinese undergraduate students

Flipped learning approach has recently gained much more attention and has widely been utilized as a new approach to assist student-centered learning activities across different contexts of teaching. The present study aims to examine the effect of flipped learning instruction on undergraduate students’ development of higher order thinking skills (HOTS). Drawing on a quasi-experimental design, this study recruited 70 Chinese science education students enrolled in ‘teaching with technology’ course; they were equally divided into flipped (experiment) and non-flipped (control) groups. Data were obtained from pre-tests and post-tests in both groups using a higher order thinking skill test, and were analyzed by means of sample t-test using IBM-SPSS version 24. The results showed that flipped group students outperformed the non-flipped students in terms of HOTS performance. There was a significant different between the results of flipped group students’ pre-test and post-test scores (p-value: 0.000 0.05). It suggests that the flipped learning instruction has a significant effect on the Chinese undergraduate students’ HOTS development. This study contributes to providing valuable insights for instructors and college curricula designers to incorporate flipped learning approach in teaching at university level.

THE NEEDS OF SOCIAL AND EMOTIONAL LEARNING MODULE: A SYSTEMATIC LITERATURE ANALYSIS

Social and emotional learning in world education are very important in human capital development. A person equipped with high social and emotional skills are able to manage daily life challenge, building positive relationship and capable to make rational decisions. Therefore, all these skills can be taught as early as preschool level to tertiary education. In order to achieve social and emotional learning in school, a teaching and learning modules are most needed. Thus, this study aims to investigate and examine the needs of modules based on teacher perspectives and the use of existing module such as PATHS and Second Step. The source for the articles obtained are available online from the Google Scholar, Elsevier, MyCite, and ERIC and the collected data were analyzed thematically. This study found that the social and emotional learning modules were needed to increase pupils’ social and emotional competency, academic improving, problematic behavior changing and as learning instruction resources. Future studies in systematic literature analysis can be conducted by focusing in qualitative method, school administration and parents as respondents and others social and emotional learning modules mentioned in this study.

Analytic Rubric in Evaluating the Continuous Assessment in Projects of Civil Engineering Undergraduate Students in Dynamics Subject

This paper presents the assessment of a continuous assessment in a project for the Dynamics subject using an analytic rubric. Dynamics subject should improve the ability of students to evaluate and solve problems using well-understood basic concepts implemented in a simple logical manner. It focuses on the proper interpretation and application of the concepts of mechanics to the solution of engineering problems. To achieve the objective of being able to examine the issue of mechanics, students were asked to prepare a poster that must consist of the real-life application of dynamics, which they must incorporate in the sense of their poster the definition plus the use of basic fundamental principles. An analytic rubric was used as a scaffold in the evaluation of the continuous assessment of undergraduate students of civil engineering in the Dynamics subject. The continuous assessment referred to was the evaluation of a project called 'Poster Dynamics in Life.' Using analytic rubrics, lecturers in this engineering subject (Dynamics) may specifically list evaluation criteria to improve the synchronization of learning, instruction, and assessment. Besides, students may then use the rubric to organize their assigned project, describe goals, define and concentrate efforts where appropriate, identify concerns relevant to the project, and control the process in an attempt to construct a high-quality project. The results from this assessment show that most of the students achieved all the performance criteria at an acceptable level. Keywords: Undergraduates, Program outcomes, Dynamics subject, Assessment, Rubrics

Appropriating Technological Pedagogical Content Knowledge of Basic Education Teacher Using Online Learning Instruction

The digitalization of the world community and the advent of Covid-19 pandemic have created impact to the lives of the teachers and other stakeholders. This study provide knowledge on the teachers in terms of, pedagogical, content and technological knowledge in using technology as means of instruction and learning of the students. Findings have showed that teachers were knowledgeable in terms of technology as means of their pedagogical application, content matters and best practices in technology integration. Data further implied that teachers were knowledgeable with tech-ed either online or in the classroom settings. However, data suggests that there were some technical issues were perceived in technology integration.

Identifying students’ difficulty in the basic of thermodynamics

Conceptual understanding is one of the main topics in physics educational research. It is important as the basic of other ability in education, such as argumentation, making scientific explanation and problem solving. This survey study aims to identify students’ difficulty to understand the basic of thermodynamics. There are 128 first year undergraduate students as the participants of the study. The data collection method is test. Result of the study shows that isobaric process of ideal gas and mechanical equilibrium state concepts are the most difficult concepts. Some difficulties are found in understanding the basic of thermodynamics: (1) because of the presence of higher cognitive load while solving conceptual problems, (2) when the question demands other ability, especially mathematical ability, to solve the conceptual problem, (3) because of students’ disability to integrate the knowledge. This study could be used to develop learning instruction or media in basic physics or introduction of thermodynamics course.

Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study

The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.

21ĀM NŪṞṞĀṆṬU KAṞṞAL KAṞPITTAL CINTAṈAIT TIṞAṈ VARAIPAṬATTIṈ VAḺI VAḺIKĀṬṬIK KAṬṬURAI EḺUTUM MUṞAI [21ST CENTURY TEACHING EFFECTIVENESS OF USE (I-THINK MAP) IN WRITING TAMIL LANGUAGE]

This article explores the benefits of using the I-Think map to enhance student performance in the Tamil alphabet. Understanding, cognition, and problem-solving skills using the I-Think graphic system will be taught in the form of essays at the end of a teaching session or test for Tamil language lessons. This study looks at how increased training for students' achievement in the essay subject using the I-Think map. Furthermore, this study examines the extent to which students' acceptance towards the I-Think map of the teaching and language learning process and the implications of the use of the map enhance student achievement in fourth year Tamil subjects. 28 students were sampled for the study. The findings of this study show that students can also improve their scores in Tamil by learning the algorithm for using I-Think graphic learning strategies. The writing energy strategy at the end of the study was a useful keyword. Not only the teacher but also the students can get a better learning instruction if used in the lesson in the classroom.

L2 pronunciation research and teaching

Research on L2 pronunciation needs to occur in a much wider range of languages in order to ensure that findings are not just applicable to dominant languages. This paper argues that research on a wider variety of languages will be valuable for understanding different contexts of learning/instruction, different types and combinations of phonological features, and different instructional approaches. The field especially needs two parallel and interrelated threads of research and teaching-oriented publications. The first is descriptions of and materials for teaching pronunciation in particular languages. The second is research that is built around questions of practical interest and theoretically-motivated models of L2 speech perception and production.