MENUMBUHKAN SEMANGAT BELAJAR ANAK USIA DINI PADA MASA PANDEMI COVID 19

The Covid 19 outbreak very significant impact on various sectors of individual life, one of which is the education sector. Where students and teachers alike do not have the readiness to do learning at this time. The government has issued a policy regarding not being allowed to hold crowds to stop the spread of covid 19. One of the programs in the education unit that is implemented to continue learning activities is to study from home. This study uses a descriptive qualitative method with the research subjects are teachers, parents and guardians of PAUD Permata Bangsa Mataram. collectiondata techniques using interviews, observation and various documentation. The results of the study show that there are several teacher strategies in fostering student learning enthusiasm during the Covid 19 pandemic, including, firstly, the teacher opens the communication tap with parents and the school by giving appreciation to parents in order to encourage parents and students who are getting bored with learning in the network, secondly conducting home visits and assessing the readiness to learn from home in terms of infrastructure, environmental situation and others. Provide fun learning tools for students when studying and make videos of student learning outcomes to foster student enthusiasm for learning.

STRATEGI GURU DALAM MENGEMBANGKAN KEMAMPUAN SISWA MELALUI PENDEKATAN SAINTIFIK

Lack of teacher strategies in improving the ability of students in the learning process. The application of the scientific approach as a new strategy that can be used by teachers in the learning process. This study aims to improve the ability of students and make students more active in seeking their own knowledge and skills through the application of a scientific approach at SDIT Irsyadul Ibad. This study uses a qualitative method with data analysis using the Miles and Huberman model. Data collection techniques include data reduction and presentation, as well as drawing conclusions. The data collection instruments are observation, interview, and documentation techniques. Based on the research that has been done, it shows that the teacher in the learning process in class 5A Tariq Bin Ziyad has applied a scientific approach which includes 5M activities of asking, observing, reasoning, gathering information and communicating. The implementation of the scientific approach makes students more active in learning, increasing self-confidence, asking questions and communicating. Produce students with character so that they are able to seek their own knowledge and skills.

Strategi Guru Ilmu Pengetahuan Sosial dalam Mengoptimalkan Aspek Afektif Peserta Didik di SMPN 8 Pamekasan

The teacher's strategy in optimizing the affective aspects of students is a very important thing in education because the affective aspects will relate to the interests and attitudes of students in learning. This study aims to determine the strategies of social studies teachers in optimizing the affective aspects of students at SMPN 8 Pamekasan, to determine the impact of implementing the social studies teacher strategies in optimizing the affective aspects, and the supporting and inhibiting factors in the social studies teacher strategies in optimizing the affective aspects of students. This study uses a qualitative approach to the type of phenomenological research. From this research, it is known that there are several strategies that social studies teachers use in optimizing the affective aspects of students, starting from pre-learning, during learning and post-learning, all of which is done in order to get optimal learning outcomes from students at school.

PAUD Teacher Strategies in Supporting Learning in The Covid-19 Pandemic Period

The existence of COVID-19 which still hit Indonesia until in November 2020 had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. In the pandemic era, schools implement online learning strategies, including at the Playgroup level. Online learning for children, of course, presents its challenges for the teachers. This study aims to investigate online learning strategies at the playgroup level. Play is also a means for children to channel their great energy and discover new things that were previously unknown in a fun way. And this is certainly different from learning that is understood by adults with all the rules and demands at the end. Playing (while learning) in early childhood has a purpose that adults may not realize, where when a child plays, in fact he is developing the potential that exists within him to become a solid initial capital for himself in the future when facing problems in life. This paper is expected to provide references and education to parents and early childhood teachers in particular to be able to understand the world of early childhood, one of which is by understanding the nature of play and the meaning of play for early childhood. This is obtained by exploring various sources from several literatures from the results of research and thought where the results can be used for early childhood parents and teachers to be more precise in assisting and designing learning for early childhood so that the pearl of early childhood learning, namely playing while learning can be achieved.

Islamic Education

In school, teachers are the most critical factor and should inculcate moral values among their students. This study seeks to identify the factors that support the strategies of Islamic Education teachers in akhlāq (character) building among students in an Islamic Private Secondary School. The research applied qualitative design with in-depth semi-structured interviews; the data were gathered from five Islamic education teachers to explore the supporting factors of teacher strategies of Islamic education and ensure the strengths and weaknesses of these factors. The teachers were purposively selected based on their experiences in teaching and learning. Moreover, the study revealed that the results identified the main supporting factor in the implementing of teacher strategies in Islamic education in akhlāq building among students was the school discipline, co-curricular activities of Islamic school, student (diversity in learning), and teachers as a role model as well as parental involvement in akhlāq building. The finding also asserted that the social environment is one of the supporting factors in implementing teacher strategies of Islamic education in akhlāq building among students. Based on the findings, the researcher recommends the future study, including examining other participants of the school, namely students, staff, principal of school, and parents, to enrich data from different views

Strategi Guru dalam Membentuk Karakter Siswa melalui Nilai-nilai Kejujuran

This study aims to analyze and examine the teacher's strategy in shaping the character of students through the values ​​of honesty. The research method used is a qualitative approach with field studies at SDN 3 Blimbing, Besuki, Situbondo. Collecting data in this study using observation and in-depth interviews. The data analysis technique is carried out with the stages of data collection, data reduction, data presentation, and drawing conclusions from research results. From this study, the results obtained are several teacher strategies that can be applied in school institutions including: teachers always start learning with the hadith of honesty, teachers always understand student achievement for students who have academic and non-academic achievements, teachers guide their students by implementing habituation attitudes and behavior honest in school, teachers are responsible for developing students' awareness of the importance of education, teachers apply a cooperative attitude to interact honestly at school. Implications in forming honest character, so far students have developed in terms of attitude, one of which is politeness in communicating, and being honest in conveying a message.

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

Introduction For several decades, educational experts have promoted reflection as essential to professional development. In the medical setting, collaborative reflection has gained significant importance across the curriculum. Collaborative reflection has a unique edge over individual reflection, but many medical teachers find facilitating group reflection sessions challenging and there is little documentation about the didactics of teaching in such collaborative reflection settings. To address this knowledge gap, we aim to capture the professional knowledge base for facilitating collaborative reflection by analyzing the formal and perceived goals and strategies of this practice. Methods The professional knowledge base consists of formal curricular materials as well as individual teacher expertise. Using Template Analysis, we analyzed the goals and strategies of collaborative reflection reported in institutional training documents and video-stimulated interviews with individual teachers across all Dutch general practitioner training institutes. Results The analysis resulted in a highly diverse overview of educational goals for residents during the sessions, teacher goals that contribute to those educational goals, and a myriad of situation-specific teacher strategies to accomplish both types of goals. Teachers reported that the main educational goal was for residents to learn and develop and that the teachers’ main goal was to facilitate learning and development by ensuring everyone’s participation in reflection. Key teacher strategies to that end were to manage participation, to ensure a safe learning environment, and to create conditions for learning. Discussion The variety of strategies and goals that constitute the professional knowledge base for facilitating collaborative reflection in postgraduate medical education shows how diverse and situation-dependent such facilitation can be. Our analysis identifies a repertoire of tools that both novice and experienced teachers can use to develop their professional skill in facilitating collaborative reflection.

The Implementation of Teacher Strategies in Maintaining Sundanese Culture in the Senior High School Region I West Java

This research aims to analyze the implementation of teacher strategies in maintaining Sundanese Culture in West Java, at Senior High Schools in Region I West Java. The research method used was descriptive-qualitative with literature study. Data collection techniques were done through interviews, documentation, and examining secondary data as complementary data. The results showed that territory that were further away from the Priangan/Bandung area such as Depok City, and parts of Bogor Regency which bordered by Banten and Depok, has cultural acculturation and it was difficult to maintain Sundanese language, so that this region places great emphasis on Sundanese arts and traditional clothes. To instill a love “nyaah” or love of Sundanese culture, namely by implementing Sundanese art activity program strategies and competitions on Sundanese culture in schools by adjusting the language used in the area, namely Indonesian with the Betawinese dialect. Meanwhile for territory of closer Priangan/Bandung like the Sukabumi City, Bogor City, Cianjur Regency, Sukabumi Regency, and parts of Bogor Regency which border Cianjur-Sukabumi, there is no difficulty that the maintenance of Sundanese culture, because the majority of students in this region is the original Sundanese people. Yet these areas implement strategy in the use of language in accordance undak-usuk or origin of Sundanese language through a lesson and outside of a lesson, and focused on aspects art and Sundanese traditional clothes, with an implement strategy through activity program pasanggirikasundaan (competition on Sundanese) and art Sundanese at school.

An Analysis on English Teacher Strategies in Teaching Reading Comprehension

The purpose of this study was to analyze what strategies the teacher used in teaching reading comprehension and how the teacher applies the strategies used in teaching reading comprehension. The subjects of this study were teacher who taught English at SMAN 10 Kota Bengkulu . This type of research is designed as descriptive qualitative research. To collect data in the study, researcher used Checklist Observation, Interview as an instrument in collected data and documentation. The procedure of this research is by means of researchers coming and participating in seeing and understanding how the teacher teaches reading comprehension in the classroom. The results of the study found that the two strategies used by the teacher, Scaffolding and QARs (Question Answers Relationship). Scaffolding strategy students can develop ideas that can be read by students and make students confident in reading comprehension. QARs (Question Answer Relationship), the teacher is able to know the extent to which students understand what the teacher has given them and the limits of the students' ability to do assignments after reading the text that has been given. Thus, it can be concluded that the teacher is good enough to implement this strategy in the classroom, but was slightly hindered by its application during the Covid-19 Pandemic.