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1
Shahmohammadi, Nayereh. "The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance." International Letters of Social and Humanistic Sciences 19 (December 2013): 183–91. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.183.
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The present article reports on a research designed to examine the effect of teachers in-service training programmes on their attitude and performance. The study was conducted on 100 teacher’s trainees in 6th Education district of Tehran. An attitude questionnaire was used once at the beginning and once at the end of the training course to check the participants’ attitude change. The teacher's performance was then observed using an observation checklist. A stimulated recall interview was conducted to check the reasons for the discrepancies between the programme guidelines and the teacher's performance. The results of the attitude questionnaire showed that the teacher's attitude had changed significantly in one area of the three areas under investigation. The analysis of the data collected through the observation checklist and the stimulated recall interview showed that the teacher's trainees performance was not acceptable in the area their attitude had undergone a change. The article concludes by suggesting that attitude change does not necessarily lead to a change in teachers performance.
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Aprinda, Inne, Amilda Amilda, and Mardiah Astuti. "Strategi Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Spiritual Siswa Kelas VII SMP Negeri 6 Palembang." Muaddib: Islamic Education Journal 3, no. 1 (June 26, 2020): 33–38. http://dx.doi.org/10.19109/muaddib.v3i1.6296.
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The research aims to describe and analyze the PAI teacher's strategy in developing the spiritual attitude of Grade VII students of SMPN 6, and the factors that influence the PAI teacher's strategy in developing the spiritual attitude of VII students of SMPN 6 Palembang. The results of the study show that, (1) develop the spiritual attitude of VII grade students of SMP Negeri 6 Palembang, namely through the habit of praying after the 0th hour, habituation of the Duha and Dhuhr prayer in congregation, then through teacher guidance to students by giving advice or motivation, by teacher modeling, and approaching through methodsexemplary story (2) Factors supporting the PAI teacher's strategy in developing the spiritual attitude of VII grade students of SMP Negeri 6 Palembang are the existence of creative teachers, the hard work of teachers in motivating students to have good morals, the existence of school programs that support the development of spiritual attitudes of students, the existence of work the same is good between the principal d ith the teacher in the school, the existence of an adequate mosque to carry out worship, the collaboration between parents of students and teachers. While the inhibiting factors are lack of awareness and motivation in students, and lack of supervision from parents in matters of worship.
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Siswanto, Edi. "Implementation Of Character Education In Planting Student Nationalism In The Era Of Independent Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 308. http://dx.doi.org/10.20961/shes.v3i2.46252.
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<p><em>Seeing the existing problems with the character crisis in this country, as an effort for social studies teachers to implement character education in instilling the nationalism of students in the era of independent learning. The method used in this research is a qualitative descriptive method, where descriptive research in this case is a study that aims to describe the policy of independent learning as an effort to improve the quality of education and the attitude of nationalism. The results of this study indicate that the attitude of nationalism which is part of the character values really needs to be possessed by students, the role of the teacher is very important in shaping the character of students who have a nationalistic attitude. The teacher's role implementation can be reflected in the teacher's personality, because the teacher is the main factor and influences the learning process of students. The efforts of history teachers in forming students' nationalistic attitudes, namely linking with the scope, historical material and lesson plans for history subjects, the methods used by teachers in instilling the existing values of nationalism. Learning media used by teachers in an effort to form student nationalism attitudes.</em></p>
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Suliyarti, Riri, Nurhizrah Gistituati, Rusdinal Rusdinal, and Irsyad Irsyad. "Persepsi Siswa tentang Komunikasi Interpersonal Guru di Sekolah Menengah Kejuruan Negeri 5 Padang." Journal of Educational Administration and Leadership 1, no. 2 (December 14, 2020): 1–7. http://dx.doi.org/10.24036/jeal.v1i2.39.
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This study aims to determine: 1) students 'perceptions about openness of interpersonal communication of teachers, 2) students' perceptions of empathy in teacher's interpersonal communication, 3) students 'perceptions of supportive attitudes in teacher's interpersonal communication, 4) students' perceptions of positive attitudes of interpersonal communication of teachers, 5) students' perceptions about the similarity of teacher's interpersonal communication. This research is quantitative descriptive, and data collection techniques are using a questionnaire. The results showed that students' perceptions of teacher interpersonal communication were; 1) openness with 79.37% achievement which is in good enough criteria, 2) empathy with 86.80% achievement are in good criteria, 3) mutual support with 83.41% achievement in good criteria, 4) positive attitude with achievement of 79.67% in the category is quite good, 5) similarity with achievement of 76.67 in the criteria is quite good, so it can be concluded that the interpersonal communication of teachers in SMK 5 Padang according to students' perceptions with a score of 81.18% on good criteria.
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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.
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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (August 30, 2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.
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Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta
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Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (January 31, 2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.
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Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.
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Mulika, Kateryna. "ATTITUDE PSYCHOMATRIX OF TEACHER'S CONFLICTOLOGICAL COMPETENCE." Knowledge, Education, Law, Management, no. 4 (2021): 99–106. http://dx.doi.org/10.51647/kelm.2021.4.16.
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Ghozali, Muhammad, and Dinar Pratama. "Hubungan Antara Pengetahuan Guru Tentang Undang-Undang Nomor 35 Tahun 2014 Dengan Sikap Guru Kepada Peserta Didik." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 3, no. 2 (December 25, 2020): 97–102. http://dx.doi.org/10.32923/kjmp.v3i2.1600.
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This study aims to determine whether there is a relationship between teacher knowledge about Law Number 35 of 2014 and the attitude of teachers to students. This research is a type of quantitative research with a correlational method. Through data collection techniques in the form of tests and questionnaires. The population taken was all teachers at SMP Negeri Mendo Barat sub-district totaling 68 people with a saturated sample of 68 people. Then the technical data analysis used to test the hypothesis is the product-moment correlation with the teacher's knowledge variable about Law Number 35 of 2014 (X) with the Attitude of Teachers to Students (Y). Furthermore, to test the validity of the independent variable instrument items using the Biserial Point Correlation the results are 29 valid and 1 drop, while the validity of the dependent variable shows 33 valid and 15 drops with a coefficient of 0.20. Then the reliability for the teacher knowledge variable uses the Kuder Richardson-20 (KR-20) and the teacher's attitude variable to students is the Cronbach Alpha formula with an efficiency of 0.71. The results of this study indicate that the teacher's knowledge of Law Number 35 of 2014 with the attitude of the teacher to students with a coefficient of 0.261.
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Almazova, Olga Viktorovna, Anastasiia Kirillovna Belolutskaia, Tatiana Vladimirovna Volosovets, Aleksandr Nikolaevich Veraksa, and Anastasiia Nikolaevna Sidneva. "Modern preschool education in Russia: a view from the inside." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2019): 45–62. http://dx.doi.org/10.51314/2073-2635-2019-2-45-62.
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The paper presents the results of a study on the attitude of preschool educational institutions' employees to changes in modern Russian preschool education. The study involved 658 employees of kindergartens from 74 Russian regions. The results show that the majority of the respondents are satisfed with the way the Federal State Educational Standard of preschool education (FSES PE) is implemented. At the same time, in comparison with other regions, teachers from Moscow show statistically higher levels of satisfaction (p <0.01, χ² criterion); younger teachers (under 30 years) and more mature teachers (over 50 years) (p <0.01, χ² criterion) compared with middle aged teachers. The overwhelming majority (83.4%) of respondents indicated signifcant changes in kindergarten: the greatest of them are associated with changes in parent's attitude to kindergarten (85.6% of respondents), in educational technologies (75.7% of respondents), and in the organization of educational environment (70.3% of respondents). Moreover, the respondents from Moscow signifcantly more often (p <0.05, χ² criterion) talk about changes in parent's attitude to kindergarten and in teacher's relationship with children. There has been also found the connection with the work experience in kindergartens - the longer the respondents work in kindergarten, the more often they say that both the parent's attitude and the teacher's relationship with children have changed (p <0.05, χ²criterion). The article also presents data on the areas of changes in educational programs that are considered to be signifcant to respondents. The possible reasons for various attitudes of different groups of teachers to changes and the possible consequences in terms of a more informed acceptance and implementation of the FSES PE are discussed.
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Hindun and Fathoni. "Persepsi Guru Pendidikan Agama Islam terhadap Kepemimpinan Pengawas Madrasah." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 8, no. 1 (July 16, 2020): 391–405. http://dx.doi.org/10.36052/andragogi.v8i1.111.
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[THE PERCEPTION OF ISLAMIC EDUCATION TEACHER'S TO THE MADRASAH SUPERVISOR'S LEADERSHIP]. The purpose of writing this paper is to describe the Islamic Education (PAI) teacher's perception of the madrasah supervisor's leadership. The research methodology of this paper is mixed method by combining quantitative methods supported by questionnaires to capture data and qualitative methods with the support of interviews of 20% of the respondent's population. The respondents of this study were PAI at Madrasah Tsanawiyah Negeri and Madrasah Tsanawiyah Private in the North Jakarta Region totaling 32 people. The results of the analysis of the perception of PAI teachers towards the attitude of the madrasah supervisor's leadership in the North Jakarta obtained an average value = 79,916, with a good predicate. Thus, the conclusions of PAI teachers' perceptions of supervisors' leadership attitudes are in a good category.
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Pokharel, Samidha Dhungel. "Teacher's Attitude Toward Disciplinary Actions for School Children: Gender Perspective." Tribhuvan University Journal 28, no. 1-2 (December 2, 2013): 273–82. http://dx.doi.org/10.3126/tuj.v28i1-2.26256.
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Gender discrimination is an emerging issue of an individual right after his/her birth. Intentional gender discrimination/ gender differentiated behavior can be seen and feel both in private and public life. This study aims to documents the teacher's gender differentiated behavior while disciplining the school children and to analyze the factors associated with such behavior. The study was designed as a descriptive study based on sample survey. The totals of 119 teachers from 60schools were randomly chosen as respondents at the time of school visit. The study reveals the different types of disciplinary actions used by male and female teachers for different reasons. Male teachers are more concerned with the sex of students than female teachers while applying disciplinary techniques. School boys are the victim of gender differentiated behavior of the teachers because of gender discriminatory perceptions.
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Samsumantri. "Pengaruh Kepemimpinan Kepala Sekolah, Sikap Guru, Kompetensi Guru Terhadap Kinerja Guru di SMK Negeri 3 Pematangsiantar." ARBITRASE: Journal of Economics and Accounting 2, no. 2 (November 30, 2021): 60–69. http://dx.doi.org/10.47065/arbitrase.v2i2.279.
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This study aims to examine the effect of principal leadership, teacher attitude, teacher competence on teacher performance at SMK Negeri 3 Pematangsiantar, either partially or simultaneously. The sample in this study were teachers of SMK Negeri 3 Pematangsiantar totaling 98 people. The data in this study are primary data. The data were collected using a questionnaire. The analytical method used is the Multiple Linear Regression model. To test the hypothesis simultaneously the F test is used and partially the t test is used. The results of the tests carried out with SPSS obtained multiple regression equations: Y = 10.857 + 1.084 X1 + 0.144 X2 + 0.232 X3, which means a constant value of 10.857 which indicates that if the principal's leadership, teacher attitudes and teacher competencies are assumed to be zero, then the value is zero. of the teacher's performance is equal to 10,857. If the independent variable increases by 1%, the teacher's performance will increase. The results of the t-test hypothesis of the research variable are the principal's leadership variable obtained tcount8,691 with a significant probability of 0.000 less than the level of confidence (level of significant) = 0.05, the teacher's attitude variable is obtained tcount2.753 with a significant probability of 0.007 smaller than the level of confidence (level of significant) = 0.05. The teacher competency variable was obtained tcount 3.807 with a significant probability of 0.000 less than the level of confidence (level of significant) = 0.05. So the decision taken is to reject H0 and accept Ha, meaning that the principal's leadership, teacher attitudes, teacher competence have a positive and significant effect on the performance of teachers at SMK Negeri 3 Pematangsiantar
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Ruwaida, Ruwaida, and Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN." IndOmera 3, no. 5 (March 22, 2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.
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The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Maba, Wayan. "Teacher’s perception on the implementation of the assessment process in 2013 curriculum." International journal of social sciences and humanities 1, no. 2 (August 1, 2017): 1–9. http://dx.doi.org/10.29332/ijssh.v1n2.26.
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This study aims to describe the teachers’ perception on the implementation of the assessment process in 2013 curriculum. This research is a qualitative descriptive research. The subjects of the research are the Elementary school principals and elementary school teachers in Denpasar. Research data were collected through in-depth interviews, observation, and documentation which were analyzed descriptively by using the interactive technique. The interactive analysis was done by collecting data, data reduction, data presentation, and conclusion. The results of data analysis showed that the teachers prepared the lesson plans prior to implementing the teaching and learning processes in the classroom. The lesson plans consist of the rubric of attitude assessment, knowledge assessment, and social assessment. The attitude competence assessment consists of spiritual and social attitudes. The assessment of the attitude competence is done by doing observation, self-assessment, peer assessment, and teacher's journal. The assessment of knowledge competence was done by administrating written test, oral test, and also written an assignment. The students’ competencies were assessed by conducting performance assessment. The results of the assessment were written descriptively on the students’ learning report by describing the student's ability to detail. Most teachers stated that the assessment in 2013 curriculum is quite good because it provides an attitude assessment, including the aspect of the spiritual and social, knowledge aspects, and skills aspects. There were some obstacles found by teachers in conducting the assessment, such as, limited time that teachers have in observing students' social attitudes and writing the results of the assessment that require a lot of time to describe the students' abilities.
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Sarkadi, Sarkadi. "KEMAMPUAN GURU PPKn MELAKUKAN ASSESSMENT PEMBELAJARAN BERDASARKAN KURIKULUM 2013." Jurnal Ilmiah Mimbar Demokrasi 16, no. 1 (October 31, 2016): 10–34. http://dx.doi.org/10.21009/jimd.v16i1.1171.
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ABSTRACT
This study discusses how a teacher's ability PPKn in Jakarta conducting assessment of learning after the enactment of curriculum 2013. Assessment of learning may include learning to competence assessment attitudes, knowledge, and skills. The results showed that the ability of teachers PPKn in conducting assessment of learning is: The average score of assessment by teachers PPKn in Jakarta which is used as target schools on the competence of attitude is 87. The competence of knowledge is 100, and the skill competency is 92. Score is categorized as excellent (76-100). In other words, the ability of teachers PPKn in conducting assessment of learning (competence attitudes, knowledge, and skills) in Jakarta which is used as target schools categorized as excellent,
Keywords: Education, teachers, civics education, learning assessment.
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Sarwono, Arsita Yunia, Murtono Murtono, and Eko Widianto. "The Teacher's Role in Developing Student Social Attitudes." International Journal of Elementary Education 4, no. 3 (September 23, 2020): 384. http://dx.doi.org/10.23887/ijee.v4i3.28684.
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Lack of social attitudes that students have will have an impact on students' unfavorable affective. This research aimed to analyze the role of teachers in developing students' social attitudes. This research was a qualitative research with a theoretical approach. The population in this study was all students of grade V at SD 2 Tenggeles, totaling 19 students. The data collection technique was carried out in 3 stages, namely observation, interview and documentation. The data analysis technique in this study used a variety of techniques (triangulation) and was carried out continuously to completion. The results of the analysis of students' social attitudes during the learning process found the findings of several aspects of social attitudes in students including honesty, discipline, responsibility, caring, polite and self-confidence. Social attitudes are observed through student activities in learning such as being honest in doing assignments independently and being responsible for assignments that have been given by the teacher which must be done in a timely manner. It can be concluded that the social attitude of students at SD 2 Tenggeles is fairly good. Thus, the role of the teacher in shaping students' social attitudes is very important to be applied in the daily life of students in the school, family, and community environment.
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Munif, Muhammad, Fathor Rozi, and Siti Yusrohlana. "Strategi Guru dalam Membentuk Karakter Siswa melalui Nilai-nilai Kejujuran." FONDATIA 5, no. 2 (September 30, 2021): 163–79. http://dx.doi.org/10.36088/fondatia.v5i2.1409.
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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.
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Ray, Sipra. "A COMPARATIVE STUDY OF PROFESSIONAL ATTITUDE OF SECONDARY SCHOOL TEACHERS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11230–37. http://dx.doi.org/10.21922/srjhsel.v9i46.1528.
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The role of teachers in society is vital. Dr. Sarvapalli Radhakrishnan said, "Teacher's place in society is of vital importance." He acts as a pivot for the transmission of intellectual, traditional and technical skills from generation to generation and helps to keep the lamp of civilization burning and shining. He not only guides individuals, but also decides the destiny of the Nation. The status of teachers reflects the socio-cultural ethos of the society. It is said that no pupil can rise above the level of its teachers. The present article is an attempt to find out the dependable answer to the question raised previously. Adjustment and professional attitude are two interdependable variables which influence behaviour of male and female teachers.
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Ismi, Alivia. "PENGARUH PERHATIAN KEPALA SEKOLAH DAN SIKAP AKHLAKUL KARIMAH GURU TERHADAP HASIL PENDIDIKAN KARAKTER SANTRI DI PONDOK MODERN DARUSSALAM GONTOR SE-JAWA TIMUR." Jurnal Penelitian dan Penilaian Pendidikan 3, no. 1 (December 11, 2020): 46–67. http://dx.doi.org/10.22236/jppp.v3i1.5907.
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The results of the santri character education are educational outputs that are very much needed for the birth of a generation of intelligent characters. To achieve this goal, supporting factors that can maximize the results of character education are needed, including the attention of the principal, which is a form of awareness of the principal to observe the school community in accordance with its main functions and tasks, while the moral attitude of the teacher is the inherent commendable behavior in the educator who is embedded in his soul. So this thesis aims to determine the effect of the attention of the principal and the attitude of the teacher's morals to the results of the character education of students in Islamic Boarding School Darussalam Gontor in East Java. The respondents of this study were 110 homeroom teachers at Islamic Boarding School Darussalam Gontor for Boys 1 located in Ponorogo, East Java and Islamic Boarding School Darussalam Gontor for Girl 1 located in Ngawi, East Java. This boarding school is famous for its high level of discipline. To test the hypothesis, this study uses inferential quantitative methods and analyzed using path analysis techniques. The findings in this study resulted in p21 = 0.425, thitung= 4.878 and p-value = 0.000 <0.05, which means that the attention of the principal directly positively influences the moral attitude of teachers. P31 = 0.243, thitung = 2.548 and p-value = 0.006 <0.05, which means that the attention of the principal directly has a positive effect on the students' character education outcomes. P32 = 0.291, thitung = 3.054 and p-value = 0.0015 <0.05, which means that the moral attitude of the teacher's has a positive direct effect on the results of the students' character education. Thus, the results of this study are that there is a significant positive direct effect of the attention of the principal and the attitude of the teacher's morality towards the results of the character education of students.
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Puniya Saktia Darma, I. Wayan. "KOMPETENSI GURU AGAMA HINDU DALAM PEMBENTUKAN SIKAP RELIGIUS SISWA SEKOLAH DASAR SE-KECAMATAN SUKAMAJU KABUPATEN LUWU UTARA PROVINSI SULAWESI SELATAN." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 327. http://dx.doi.org/10.25078/jpah.v1i2.260.
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<p><em>Competence is one's ability. The better the competence of a teacher in a school then the achievements obtained by students will be good, so it is important that a teacher has knowledge and ability, especially in the formation of religious attitudes of students. The establishment of students' religious attitude will be more effective and efficient if a teacher has the right skills and strategies so that students are able to behave in accordance with religious teachings and virtuous. So it can be said that the success of students is determined by the competence of teachers owned.</em></p><p><em></em><em>The results showed (1) .The competence of Hindu religious teachers in the formation of religious attitudes of elementary school students of Sukamaju District of North Luwu Regency of South Sulawesi is (a) Pedagogic competence that is competence which refers to the ability of teachers in implementing classroom management. (B) Competence keperibadan namely competence that refers to the attitude and personality of teachers. (C) social competence refers to the teacher's ability to communicate with the school and community environment. (D) Professional competence refers to the ability of teachers to implement their professional attitude. (2). The obstacles faced in the formation of religious attitudes of the students of the Sukamaju Elementary School in South Luwu Regency South Sulewesi are (a) Lack of student learning motivation (c) lack of school facilities and infrastructure 3) lack of teaching hours at school (d) the influence of social environment. (3). Efforts to improve the religious attitudes of elementary school students in Sukamaju sub-district of North Luwu regency of South Sulawesi are (a) giving of school habituation (b) giving exemplary (b) establishing Pasraman</em></p>
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OCHIAI, Yoshiyuki, Yuhkoh SATOH, Masahiro OKAMOTO, and Katsumasa KUNIMOTO. "TEACHER'S ATTITUDE TOWARDS STUDENTS' DESIRE IN A CAREER GUIDANCE." Japanese Journal of Educational Psychology 43, no. 4 (1995): 445–54. http://dx.doi.org/10.5926/jjep1953.43.4_445.
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Saddiqa, Tahira, Muhammad Nadeem Anwar, and Asma Khizar. "Global Citizenship Education in Pakistan: Awareness, Attitude and Challenges." Global Educational Studies Review V, no. III (September 30, 2020): 315–26. http://dx.doi.org/10.31703/gesr.2020(v-iii).31.
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This study was attempted to analyze teacher's awareness, attitude and challenges in implementing Global Citizenship Education in Pakistan. A questionnaire was constructed and filled by teachers of ten public sector universities of Punjab. Perceptions of two hundred and thirty-five teachers were analyzed using descriptive statistics. The findings were highlighting that teachers showed a low level of awareness towards global citizenship education; however positive attitude towards global citizenship education was counted. Implementation of GCE is essential in order to prepare a civilized generation. However, there are some challenges teachers have encountered in implementing Global Citizenship Education in higher education institutions, such as inadequate environment, no provision in education police to teach it as a subject and lack of training regarding GCE. In order to promote GCE in Pakistan, the government may adopt the Canadian/USA/Australian or England roadmap or may use material and support provided by Qualifications and Curriculum Development Agency (QCA) for executing GCE.
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Intan Safitri, Debby, Mudzanata Mudzanata, and Anggun Dewi Setya Putri. "The Implementation of Authentic Assessment in Thematic Learning in Elementary Schools." International Journal of Elementary Education 4, no. 2 (July 13, 2020): 255. http://dx.doi.org/10.23887/ijee.v4i2.25551.
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The purpose of this study was to determine the teacher's pedagogical competence in the implementation of authentic assessment in the thematic learning of the second grade in SD Negeri (Public Elementary School) Pandeanlamper 01 Semarang. The background was due to teacher difficulty in implementing authentic assessments. The type of study was qualitative research. Data in this study were obtained through observation, interviews, and documentation. The results of this study indicate that 1) teachers and principals know about authentic assessments in thematic learning 2) teachers carry out authentic assessments that include assessment of competency attitudes, knowledge, and skills. The attitude competency assessment was conducted through a journal assessment. Knowledge competency assessment was conducted through written tests and assignment techniques. Skill competency assessment was conducted through product assessment techniques.
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Rustini Rahayu. "PENINGKATAN KEMAMPUAN GURU DALAM MELAKUKAN PENILAIAN RANAH SIKAP MELALUI IN HOUSE TRAINING." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (May 2, 2019): 37–45. http://dx.doi.org/10.51169/ideguru.v4i1.67.
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The objectives of this study were (1) to apply in-house training among teachers in assessing the attitude aspect, and (2) to improve the teacher ability to conduct an attitude assessment through an in-house training model. This study was a school action research (PTS). The study method conducted in two cycles, carried out at SD N Canden, Bantul Regency at 2017/2018 Academic Year. The data was obtained through observation and documentation. The results of each cycle were analyzed using descriptive approach, and then used as reference for the next action. The teacher's ability with the capable category has reached 80%. The results of this study reveal that trainers ability to implement in-house training in the cycle I was in high category (60%) and has increased to 100% in cycle II. The in-house training model was able to improve the teacher ability to assess the attitude aspect. This was demonstrated by the increase of teacher ability from capable category (50%) in the cycle I to be a very capable (70%) and capable (30%) category in the cycle II. The in-house training may improve the teacher's ability to conduct an assessment of the attitude aspect as well.
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Lee, Eun Hee. "Effect of Secondary School Pre-service Teachers' Clothing Lifestyle on Attitude toward Teacher's Clothing." Korean Home Economics Education Association 33, no. 3 (September 30, 2021): 129–42. http://dx.doi.org/10.19031/jkheea.2021.9.33.3.129.
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Umayah, Oktaviani. "IMPLEMENTASI PENDIDIKAN AFEKTIF DALAM PEMBENTUKAN AKHLAK MULIA." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 2 (December 30, 2017): 158. http://dx.doi.org/10.32332/elementary.v3i2.996.
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This research uses qualitative approach with case study. Data collection technique is done by (1) depth interview, (2) participant observation, and (3) documentation. Data were analyzed by interactive model consisting of data collection, data reduction, data display and conclusion. Validity checking is done with credibility test, transferability, dependability, and confirmability. The formation of noble character through the application of affective education that is represented in attitudes, attitudes, and gentle attitudes there is convincing evidence can have positive implications for the increase in awareness of worship, academic achievement, and the laudable behavior of learners in elementary education. Attentiveness creates an atmosphere of learning directed, controlled and measurable. The activity of the teacher's soul is focused on the condition of the learners to be understood, understood, evaluated and improved and optimized for their potential, and supported by the attitude of affection which creates a warm learning atmosphere and harmony in communicating between teachers and learners. The activity of the soul of the teacher who respects, loves, recognizes and upholds the existence of the learners is reflected in his attitude of a loving and loving parent towards his child and equipped with gentle attitude in creating a comfortable learning atmosphere (learning is fun), happy, passionate and fresh. The humanist, democratic and integrating human soul activity is reflected in its gentle, attractive, warm, empathetic, earthy, selfish, arrogant and authoritarian manner.
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Putra, Riadi Syah. "English teachers’ perceptions and constraint on the use of authentic assessment in teaching English." English Education Journal 12, no. 2 (April 30, 2021): 282–300. http://dx.doi.org/10.24815/eej.v12i2.20457.
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This study aims to determine teacher perceptions of authentic assessment, and to find out the teacher's problems in implementing authentic assessment and solutions that can be done by English teachers in overcoming problems in implementing authentic assessment. In data collection, researchers used questionnaires, interviews and documentation to junior high school teachers in Banda Aceh, then analyzed the data using descriptive-quantitative analysis techniques. The results showed that the English teacher's perceptions of authentic assessment were in the medium category, starting from the teacher's absorption of authentic assessment information, understanding and assessing the authentic assessment of the 2013 Curriculum. learning so there is not enough time; teachers still do not understand the preparation of authentic assessment instruments and rubrics. Teachers still have difficulty sorting between the three aspects to be assessed, namely aspects of attitude, knowledge and skills; The teacher feels overwhelmed because if there are many students, a lot of time and money will be needed to implement authentic assessments; The teacher finds it difficult because they have to add up each score obtained by the students as a whole and then describe the value obtained. Finally, the teacher's efforts to overcome this difficulty by participating in peer discussion training between teachers, especially English teachers, as well as attending training and assistance by the Government or the Ministry of Education and higher education institutions.
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Torkachenko, Yu V. "Health Culture of a Teacher as a Condition and Opportunity for the Implementation of Health-Preserving Behavior in the Educational Environment." Psychological-Educational Studies 12, no. 4 (2020): 19–33. http://dx.doi.org/10.17759/psyedu.2020120402.
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The article actualizes the question of the need to attract the attention of teachers to their own health, as a key condition for the implementation of health-preserving behavior at school. The article presents the results of a study aimed at studying patterns of behavior in the field of health of participants in educational relations. The study involved 84 teachers who took advanced training courses at RSAE SPE “Kamchatka Institute of educational development”, and 570 high school students (grades 9-11) Kamchatka the Region secondary schools. Questionnaires aimed at assessing patterns of behavior in relation to various aspects of health are adapted from the generalized scale of attitudes by I.N. Gurvich, transnational youth health studies (HBSC, ESPAD) and include the following indicators: screen time, use of psychoactive substances, sleep adequacy, eating behavior, physical activity. A comparative analysis of the patterns of behavior of the respondents of both groups was carried out; significant differences were assessed using the angular Fisher transformation. The data obtained is structured in accordance with the research question: are there differences in health-preserving and risky behaviors in the group of teachers and high school students? Taking into account the responsibility imposed by the state on teachers for the formation of a value attitude to health, we assume that in the field of teaching, risky behaviors in relation to various aspects of health are less common than among high school students. Comparative analysis shows that high school students and teachers alike have the same behaviors associated with health risks with regard to tobacco consumption, lack of sleep, and screen time at the computer (gadgets).Considering the fact that the teacher's attitude to his own health is decisive in the professional readiness for the implementation of health-preserving behavior at school, a contradiction arises between the responsibility assigned to the teacher to form a value-based attitude to health and the low culture of the teacher's health. From a practical point of view, the study of behavior patterns in the field of health contributes to the choice of effective ways to prevent ill-being in the school environment, as well as the effective solution of the problems of improving the qualifications of teachers.
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RAMAN, KUMAR, NORASMAH OTHMAN, and GRACE DANARAJ. "INVESTIGATING KEY FACTORS FOR SUCCESSFUL E-LEARNING IMPLEMENTATION." Asia Proceedings of Social Sciences 4, no. 2 (April 22, 2019): 49–52. http://dx.doi.org/10.31580/apss.v4i2.725.
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Majority of educational institutions have begun venturing into e-learning. Although the e-learning market is growing rapidly, it cannot be denied that the failure rates are increasing in the implementation and usage of e-learning. The Critical Success Factors (CSFs) are the foundation of success behind the implementation of e-learning (Frimpon (2012). Based on the literature analisis, five main factors and eighteen sub-factors were identified as a CSFs for successful e-learning implementation. The CSFs are teacher’s characteristics (teacher's attitude, teacher's computing technical skills, interaction among teaches-students, teaching style, knowledge in e-learning content development and self-efficacy), student’s characteristics (attitude, computer competency, interaction, self-efficacy, motivation and cultural and social norms), information technology infrastructure (internet accessibility, reliability and availability), design and content (perceived ease of use and perceived usefulness) and organization characteristics (training and support).
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Bajić, Milica, Gordana Kozoderović, and Mia Marić. "Teacher's attitudes on ambient teaching implementation in the beginning of environmental education." Зборник радова Филозофског факултета у Приштини 50, no. 4 (2020): 315–33. http://dx.doi.org/10.5937/zrffp50-28120.
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In everyday practice, teachers are faced with the choice of appropriate and adaptable models of environmental learning and the possibilities for their realization in practice. Ambient Teaching (AT) provides a flexible approach to the implementation of comprehensive environmental education. The research in this paper was aimed at examining the structure of teachers' attitudes on the application of ambient teaching in initial ecological education. Tasks of the research are focused on the analysis of attitudes on the application of ambient teaching, attitudes on the efficiency of its application to environmental education, as well as attitudes on the efficiency of its implementation by involving schools in eco-projects. The socio-demographic questionnaire and questionnaire for measuring attitudes were applied as the instruments of methodology. The sample consisted of 80 teachers from three primary schools from the territory of the Novi Sad municipality. The obtained results indicate that teachers have a positive attitude to the implementation of ecological content through ambient teaching. However, in order to more frequently apply this way of teaching, it is necessary for the schools to take part in a specific ecological project and achieve better quality education for both teachers and students.
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Amelia, Rizky, Zamzani ., Ali Mustadi, Chairil Faif Pasani, and Zainuddin Hasan. "Exploration of Impoliteness Students’ Utterances in Learning Activities during the New Normal Covid-19 Pandemic." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 440–48. http://dx.doi.org/10.9756/int-jecse/v14i1.221055.
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The research describes language impoliteness in learning during the Covid-19 pandemic at the Berau District Elementary School, East Kalimantan. This study uses a qualitative approach with a descriptive-qualitative type of research. The subjects of this research were elementary school students and teachers in Berau Regency, East Kalimantan Province, Indonesia. Data collection does by recording technique and note-taking technique. The data analysis technique uses an interactive analysis model from Miles, Huberman, & Saldana (2014). The results showed violations of all maxims of politeness in the language in the learning process. A breach of the tact maxim is that students respond to the teacher's orders with an attitude that is not serious or joking. Violation of the generosity maxim is shown by the way students express their intentions or desires emotionally. Violation of the approbation maxim is students criticizes directly or openly. The violation of the modesty maxim carried out by the students demeaned the speech partner. Violation of the agreement maxim indicates students' attitudes who do not respect the teacher's orders using harsh diction. The form of a breach of the sympathy maxim is that students lose their empathy for friends who are having trouble.
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Kuntarto, Eko, and Putri Susanti. "Persepsi Guru Terhadap Aspek Penilaian Sikap dan Aspek Penilaian Keterampilan dalam Kurikulum 2013 Di Sekolah Dasar." Jurnal Gentala Pendidikan Dasar 1, no. 1 (June 10, 2016): 21–40. http://dx.doi.org/10.22437/gentala.v1i1.7088.
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The purpose of this study is to describe the views of teachers on aspects of attitude assessment and aspects of skills assessment which after the implementation of Permen No 53 Year 2015 is very well looked at by teachers from the old regulations. The research method is qualitative descriptive research. This research was conducted at SDN 55/1 Sridadi, class I of the 2016 school year, namely in 2 first-class guardian teachers. Data obtained from the results of questionnaires, and semi-structured interviews. The results of the study describe the views of teachers on aspects of attitude assessment and aspects of skills assessment which after the implementation of Regulation No. 53 of 2015 was very well looked at by the teacher from the old regulations. The results of interviews in a structured way are obtained by the opinion of the teacher agreeing / good towards the new revision and the overall results of the distribution of the teacher questionnaire are already in a very good stage of understanding. So the teacher's perception of the new assessment system is good because the teacher can easily understand the implementation and implementation of the 2013 Curriculum with the issuance of Permen No 53 year 205, but the teacher still has problems in processing student grades which are considered complicated. Therefore, further training needs to be done so that the teacher's understanding of the assessment in the 2013 curriculum gets better.
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Indana, Nurul, and Rani Roifah. "KOMPETENSI KEPRIBADIAN GURU DALAM PEMBINAAN AKHLAK SISWA." Ilmuna: Jurnal Studi Pendidikan Agama Islam 3, no. 1 (March 31, 2021): 46–65. http://dx.doi.org/10.54437/ilmuna.v3i1.250.
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Teacher's personality competence is the most important factor for student learning success. Teachers become examples and role models in fostering and shaping students' morals. The purpose of this study was to: a description of the teacher's personality competence in moral development, a description of the process of character building for students at MTs Al Ma'arif Brudu Sumobito Jombang. The results showed that: the teacher's personality competence in building student morals, namely by reflecting the teacher's personality includes: a disciplined personality, being a good role model for students, having a good work ethic by carrying out the mandate and responsibilities as a teacher, being able to behave fair to students in the learning process, be assertive, have a consistent attitude in acting according to norms. The process of building student morals is carried out by various methods applied by the teacher, including: first, through exemplary by instilling discipline and student responsibility. Second, through good habituation by getting students accustomed to worshiping, smiling, greeting, greeting, and shaking hands, and helping each other. Third, give good advice or maui'zhah to students. The fourth is to provide punishment with the aim of deterring students from repeating disgraceful acts.
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Khoury-Kassabri, M. "The Relationship between Teacher Self-Efficacy and Violence toward Students as Mediated by Teacher's Attitude." Social Work Research 36, no. 2 (June 1, 2012): 127–39. http://dx.doi.org/10.1093/swr/svs004.
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Mering, Aloysius, Indri Astuti, and Fadillah Fadillah. "The Encouragement of Teacher’s Descriptive Notes in Student Report Card." Journal of Educational Science and Technology (EST) 5, no. 1 (April 29, 2019): 49. http://dx.doi.org/10.26858/est.v5i1.8029.
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This study aimed to (a) describe aspects in descriptive notes that teachers do on student report cards, (b) describe the efforts of teachers in making descriptive notes on student report cards, and (c) examine the teacher's encouragement power in descriptive notes on report cards against students. The research information was obtained through survey method towards teachers, students, and parents in Gembala Baik Senior High School, SantunUntan Senior High School, and Senior high school in Sukadana, Kayong Utara district, in the form of questionnaire, interview, and documentation. From the result of the study it could be explained that teachers have written the aspects of knowledge, skills, and attitudes in student report cards balanced in the descriptive record, the teacher mentioned: the name of the student, behavior, things that need improvement, attitude, saying "congratulations", avoiding negative labels, and encouraging words. In addition, “Some teachers” let the application provided to make the descriptive notes. Moreover, only "a small part" of the teacher who was convinced that the notes have encouraged students actually. Therefore, the descriptive notes was “less effective”
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Muliyah, Pipit, Agnira Rekha, and Dyah Aminatun. "Learning from Mistakes: Students’ Perception towards Teacher's Attitude in Writing Correction." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 1 (September 17, 2020): 44. http://dx.doi.org/10.32493/ljlal.v2i1.6995.
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Most of writing teachers agree that writing skill is the most difficult subject for foreign language learners. The difficulties come from complexity of planning, idea organization, revision, and the use of lexical and grammatical. Correcting or giving feedback to students’ writing is also difficult for teachers, since it takes time and energy. Thus, this study tried to explore students’ perception towards teachers’ attitude in writing correction by distributing questionnaire to 20 students and 4 writing teachers, observing the teaching activities, and documenting students’ work. The study showed the result that teachers and students responses revealed various discrepancies between teachers and students’ perception for error and mistake correction. Then, most of students indicated that they do not understand the teachers’ feedback towards their writing composition. Therefore, it is recommended that teachers incorporate classroom discussions on error correction, feedback, and writing in order to help their students understand how feedback is intended to affect their writing and why it is given in particular way.
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Mudło-Głagolska, Karolina. "Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities." Special School LXXXII, no. 4 (October 31, 2021): 255–68. http://dx.doi.org/10.5604/01.3001.0015.3939.
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Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.
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Puspita Sari, Ni Putu Nanik, and I. Ketut Sudiana. "PENILAIAN SIKAP SEBAGAI DAMPAK PENGIRING PEMBELAJARAN PRAKTIKUM KIMIA." Jurnal Pendidikan Kimia Undiksha 3, no. 2 (September 27, 2019): 68. http://dx.doi.org/10.23887/jjpk.v3i2.21143.
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Abstrak Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan penilaian sikap sebagai dampak pengiring pembelajaran praktikum kimia. Penelitian ini termasuk jenis penelitian fenomenologi dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah rencana pelaksanaan pembelajaran (RPP), guru kimia, siswa, waka kurikulum, pengawas eksternal dan pedoman penilaian sikap. Teknik pengumpulan data dengan cara wawancara, observasi, dan studi dokumen. Uji keabsahan yang digunakan dalam penelitian ini adalah triangulasi sumber dan triangulasi metode. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini yaitu, perencanaan penilaian sikap, guru merencanakan penanaman nilai karakter serta melakukan penilaian sikap yang terlihat pada RPP yang disusun oleh guru. Pada pelaksanaan penilaian sikap, guru melakukan penanaman sikap sesuai yang dirancang pada RPP. Nilai karakter yang terdapat pada irisan dari sikap sosial, pendidikan karakter dan softskills guru sudah menanamkan semua nilai karakter. Pada saat penilaian sikap guru hanya menilai sikap siswa menggunakan penilaian jurnal berdasarkan hasil observasi guru serta guru hanya menilai tiga sikap yang ditanamkan yauu rasa ingin tahu, jujur, disiplin dan tanggungjawab. Pengawasan penilaian sikap dilakukan oleh pengawas sekolah dan waka kurikulum pada tugasnya sebagai supervisi melakukan pengecekan administrasi guru termasuk penilai sikap yang dirancang guru. Pada penilaian sikap terdapat keluhan penilaian sikap, pengawas mengantisipasinya dengan melakukan workshop agar tidak terjasi kesalah dalam melakukan penilaian sikap. Kata kunci: penilaian sikap, pendidikan karakter dan dampak pengiring. Abstract This study aims to describe and explain the attitude assessments as the impact of accompanying the chemical practicum learning. This study was a qualitative research with a phenomenological approach. The subjects in this study were the lesson plans (RPP), chemistry teachers, students, deputy headmaster of the curriculum, external supervisors and attitude assessment rubric. The data collection methods that used in this study were interview, observation and document studies. The validity test used in this study were source triangulation and method triangulation. The data analysis techniques used were data reduction, data presentation, and conclusion. The results of this study were planning the attitude assessment, the teacher planned to embed the character values and conduct an attitude assessment which shown on the lesson plan that prepared by the teacher. In the implementation of the attitude assessment, the teacher implements the embedded attitudes according to the design in the lesson plan. The character values that contained in each of social attitudes, character education and soft skills have been embedded by the teachers. On the attitude assessment phase, the teacher only assessed the student attitudes by using journal assessment based on the results of the teacher's observation and the teacher only assesses the three attitudes that embedded those were curiosity, honesty, discipline and responsibility. Supervision of the attitude assessments was carried out by school supervisors and deputy of the curriculum in their duties as supervisors to check the administration of the teacher including attitude assessors designed by the teacher. On the attitude assessment there was a complaint of the attitude assessment, the supervisor anticipated it by conducting a workshop to not get caught up in making an attitude assessment. Keywords: attitude assessment, character education and impact accompaniment.
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Bonvin, Patrick. "The Role of Teacher Attitudes and Judgement in Decision-Making: The Case of Grade Retention." European Educational Research Journal 2, no. 2 (June 2003): 277–94. http://dx.doi.org/10.2304/eerj.2003.2.2.6.
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This article presents a study of grade retention as it ‘naturally’ occurs, focusing on teachers' role in the process leading to retention or promotion for comparable peers. Achievement and IQ were measured prior to the retention decision. A total of 4248 second grade students initially participated in the study, of which 2.3% were retained. Eighty-three retained students were involved in the study, and matched with 83 low-achieving peers. Measures at the teacher's level included attitude towards the efficiency of retention, towards criteria that ought to be taken into account in the decision and general attribution of children's difficulties in school. Teacher decision-making shows internal consistency but seems biased when objective criteria are examined. The probability of a child being retained was substantially influenced by teachers' attitude towards the efficiency of retention as well as by their evaluations of developmental maturity, intellectual potential and their achievement expectancies in language.
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Korzhuk, Olha. "AWARENESS ABOUT THE PHENOMENON OF A SENSITIVE ATTITUDE FROM THE EDUCATOR TO PRESCHOOL CHILDREN IN PSYCHOLOGICAL AND PEDAGOGICAL STUDIES." Educational Discourse: a collection of scientific papers, no. 2(1) (December 20, 2017): 76–85. http://dx.doi.org/10.33930/ed.2017.5007.2(1)-7.
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The statement of basic materials is presented by the characteristic of historical periods of attitude transformation of society to the child, childhood; the interpretation category aspects of the teacher's sensitivity to children in the scientific heritage of scholars were considered; analysis of scientific approaches to the definition of the sensitivity of the preschool children educator personality, the sensitive attitude of the educator to children was made.
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Hardi, Ines, Yuliasma Yuliasma, and Darmawati Darmawati. "FAKTOR–FAKTOR PENYEBAB RENDAHNYA MINAT SISWA TERHADAP PEMBELAJARAN SENI TARI DI SMP NEGERI 1 PAYAKUMBUH." Jurnal Sendratasik 8, no. 3 (March 1, 2019): 1. http://dx.doi.org/10.24036/jsu.v7i3.103448.
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AbstractThis article aimed to find out and describe the factors that caused students' low interest in the process of learning dance at SMPN 1 Payakumbuh. The type of this research was qualitative research using descriptive methods. The main instrument of research was the researcher herself and assisted with supporting instruments such as stationeries and camera. The types of data were primary and secondary data. Thetechniques of data collectionwere done by library research, direct observation in the field, interviews and documentation. The data were analyzed through these steps, namely 1) data reduction, 2) data presentation and 3) data verification or data inference. The results of the study showed that the factors that caused students' low interest in learning dance were internal (from students) and external (from the teacher) factors. Internal factors were seen from 2 indicators, namely desire and discipline. The results of observations from meetings 1 to 4 showed that many students did not respond to the questions asked by the teacher. It was also supported by interview data, they did not like the learning of dance because it needed a lot of time to practice. Meanwhile, external factors included teachers, methods, media, teacher attitudes, and infrastructures. Teacher's external factors included the attitude, method and the media.The teacher's attitude that was less assertive influencing many students to behave indifferently in learning, such as making noise, disturbing friends, so that the class became less conducive. The use of various methods had not been able to help achieving the learning goals. This could be observed in the low interest to learn. Each teacher asked questions, but studentsanswered them rarely. The media used had not supported students to absorb the knowledge and skills. Factors of facilities had not supported learning activities. Thus the factors causing students’ low interest in learning dance were internal factors and external factors.Keywords: interest, dance learning
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Wijaya, Eka Anastasia, Dewa Ayu Eka Agustini, and Luh Diah Surya Adnyani. "EFL Teacher's Classroom Management Practices at an Inclusive School." IJDS Indonesian Journal of Disability Studies 7, no. 2 (November 30, 2020): 219–29. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.10.
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This research aimed at finding out the classroom management practices by an EFL teacher at an inclusive school. There were four major aspects of classroom management as the focus of this research. Those are rules, physical environment, classroom climate, and teacher’s role. The subject of this study was an English teacher in class XI MM 2 at SMK Negeri 3 Singaraja. This study was a case study with qualitative research design. The methods of data collection were observation and interview. The findings showed that the classroom management practices by the teacher were successful to be implemented for both the inclusive and regular students. The rules created and communicated by the teacher were effective to develop the students’ behaviour and attitude as well as support the learning process. For the physical environment, the teacher provided spacious space for the physical disability student to move freely. The teacher gave positive and negative reinforcements for the students’ attitude and behaviour. Besides, the teacher modified the lesson plan, instruction, and assessment based on the student’s special needs. However, the teacher did not interact directly with the inclusive student’s parents and it should be done to support the learning process. In addition, there was no special escort teacher and training for the teacher to support the learning process.
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Firmansyah, Mohammad, and Abdul Muis. "TEACHER'S EFFORTS TO INCREASE MOTIVATION OF STUDENTS' SPIRITUAL AND SOCIAL ATTITUDES IN SMAN 1 SITUBONDO." Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam 5, no. 2 (April 4, 2021): 67–78. http://dx.doi.org/10.35316/edupedia.v5i2.1215.
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research that has done in SMAN 1 Situbondo aim to describe comprehensively the teacher’s efforts of Islamic religion education to enhance student’s spiritual and social attitude. This research using qualitative research metodologhy and data collection technique by observation, interview, documentation. The data was analyzed by data reduction, display, as well as taking the result and verification technique. This research on the teacher’s efforts of Islamic religion education to enhance student’s spiritual and social attitude produced several findings are supervise student regularly, establish spiritual and social attitude through emotional quotient, giving assessment. Moreover avoid threat, sanctions, and bad comentar too. Using variety method, increase desire and interest more better, creating a condusive evironmental scene.
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Averina, Kateryna, Nataliia Hromova, Olga Hornostaieva, Hanna Kravchenko, Olga Volosatykh, and Kira Shamayeva. "Development of professional competence of teachers in the system of continuing education." LAPLAGE EM REVISTA 7, no. 3 (August 27, 2021): 591–97. http://dx.doi.org/10.24115/s2446-62202021731346p.591-597.
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The article discusses the concept of the creative nature of pedagogical activity, which forms teachers' attitude to expectation and introducing new things into the pedagogical process, and a creative attitude to professional activity ensures the maximum completeness of the teacher's personal self-realization. Thus, pedagogical activity, pedagogical creativity and self-realization of a higher schoolteacher are interconnected, complement and develop each other. To solve the set tasks, the following research methods were used: theoretical analysis of psychological and pedagogical literature, study and analysis of normative documents, pedagogical observation, university teachers, methods of diagnosis and self-study. study. All research methods, complementing each other, ensured the reliability of the information received. The results of the study showed that the development of professional competencies occurs at each of the identified stages. One of the important areas of research has become the establishment of the relationship between key competencies and knowledge, skills, abilities, personal qualities.
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Kellerman, Sharon. "Attitudes of a multi-disciplinary team regarding sexual education among students with Developmental Cognitive Disabilities (DCD)." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 32 (March 15, 2021): 185–212. http://dx.doi.org/10.14746/ikps.2021.32.10.
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This quantitative study examines the attitudes of multidisciplinary staff regarding sex education among students with developmental intellectual disabilities and compares the attitudes of teachers working in regular education and those working in special education, and attitudes of religious versus non-religious teachers. One hundred and twenty teachers from various schools in the State of Israel participated in the study. The vast majority were women (91.7%), and the rest were men (8.3%). The prevailing level of religiosity in the study was secular (47.5%), and religious (43.3%). Most teachers had no experience working with children with special needs (60%). The study participants completed a demographic survey. The questionnaire used to examine the research questions was The Sexual Attitude Scale (SAS) (Hudson, Murphy, & Nurius, 1983) – a 25-item summated category partition scale that was designed to measure the extent to which an individual adheres to a liberal or a conservative orientation concerning sexual expression. One question was removed from the original questionnaire (statement 18: heavy sexual petting should be discouraged) and 5 statements were added, focusing on attitudes toward sex education for students with developmental intellectual disabilities. The study findings show that the level of conservatism among special education teachers was lower than the level of conservatism among regular education teachers, i.e., special education teachers expressed more positive attitudes. The study find-ings show that the level of conservatism among religious teachers was higher than the level of conservatism among non-religious teachers, i.e., non-religious teachers expressed more positive attitudes. It was also found that there is a positive and significant relation between the seniority of teachers and their degree of conservatism: the more years of experience teachers had, the more negative were their attitudes regarding the sexual education of students with Developmental Cognitive Disabilities (DCD). In contrast, there was no significant connection between age and level of conservatism. The study also examined the relationship between the role of the teacher and his attitudes. The study reveals surprising findings that show that the highest degree of conservatism was found among teachers and counselors, then, among professional teachers, and finally, school therapists who demonstrated the lowest level of conservatism. This means that the most positive attitudes were among the paramedical caregivers and the more negative among the educators and counselors.These findings suggest that training is needed for teachers in regular education, and among religious teachers, who are more conservative concerning sex education for people with special needs. It was also found that there is a connection between the teacher's role and his attitudes, and that the teacher's discipline should be addressed in the training. Veteran teachers have shown more negative attitudes, which is why training, for both teaching students and young teachers, and especially to veteran teachers, has an impact on their attitudes towards sex education among people with special needs. This training, beyond the knowledge provided, will facilitate changes of social attitudes to another, more positive view, towards people with special needs.
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Sumar, Sumar. "The Effort of Islamic Education to Improve the Children’s Morality on Elementary School on Petaling Mendo Barat." Tarbawy : Jurnal Pendidikan Islam 5, no. 1 (April 15, 2018): 11–18. http://dx.doi.org/10.32923/tarbawy.v5i1.825.
Full textAbstract:
The Teachers of Islamic education today are often confused with the behavior of learners who are increasingly worried about morals. Petaling villages, especially teachers often complain about the behavior of elementary school children who are not praised, are they will not the obey the teacher’s, rebuked, fighting even some who up against the teacher. The purpose of this study is to reduce or at least the development of negative morals in elementary school. As for the result of this research was found there are three the main factors that cause deterioration attitude a son, namely.1. Factors family 2.Environmental factor and 3.Factors the act of government on violence children.While the results of the efforts the teacher's Islamic education of the three elements are is, from the family: teachers diligent socialization the parents with appeal more attention to their children each especially in intercourse and learn. Edify their children. From the environment: teachers giving an appeal to school tuition that is not weary of he warns against careful in sociable.From the act of the government: the teachers continue to trying to find methods creatif capable of comply with the act the government about child protection and regulations.
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Roslova, L., and I. Karamova. "On the Readiness of Teachers to Form Functional Mathematical Literacy of Schoolchildren." Profession-Oriented School 8, no. 4 (September 14, 2020): 14–26. http://dx.doi.org/10.12737/1998-0744-2020-14-26.
Full textAbstract:
The article is devoted to the problem of the formation of mathematical literacy of primary school students, which, in accordance with the definition proposed in the international program for assessing the educational achievements of students PISA, is considered in the context of functional literacy. The article reflects the concept of a teacher's readiness to form mathematical literacy of schoolchildren, the structure of this concept has been developed, which includes five components: cognitive, motivational, emotional, operational and evaluative.
The article describes the research carried out by the authors aimed at identifying the readiness of mathematics teachers of general education organizations to form students' mathematical literacy, presents a questionnaire developed to solve the research problems. The results of the analysis of ideas, attitudes and beliefs of teachers of mathematics regarding the formation of functional mathematical literacy of students are presented. The analysis of the cognitive, operational and evaluative components of readiness has been carried out in accordance with the following tasks: first, to reveal the level of the teacher's understanding of the pedagogical task and the assessment of its significance for society in modern conditions; secondly, to reveal the ideas of teachers about the methodology for the formation of mathematical literacy and mathematical content aimed at the formation of this ability; thirdly, to reveal the attitude towards the possibilities of forming mathematical literacy within the framework of a general education school, the problems and difficulties arising in solving this pedagogical problem.
The analysis made it possible to reveal a contradiction between the high level of understanding by teachers of the significance of a new pedagogical task for them and the lack of didactic tools and teaching methods necessary for its solution. The directions of further research necessary to increase the level of mathematics teachers' readiness for the formation of functional mathematical literacy of students in Russian schools are proposed.
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Norazmi Bin Nordin, Mohd, Mohamad Zaid Bin Mustafa, and Abdul Rasid Bin Abdul Razzaq. "HEADMASTER LEADERSHIP EFFECT ON TASK LOAD OF SPECIAL EDUCATION INTEGRATION PROGRAM TEACHER." Humanities & Social Sciences Reviews 8, no. 2 (April 6, 2020): 451–56. http://dx.doi.org/10.18510/hssr.2020.8251.
Full textAbstract:
Purpose of the Study: The leadership of a headmaster at the school has a major influence on school management and teacher management. These influences also impact the task load of the Special Education Integration Program (SEIP) teacher. Various studies have been conducted in Malaysia and abroad on this issue. Based on previous studies and research on existing leadership theories, five leadership factors impact the SEIP teacher's task load, namely leadership style, attitude, knowledge, experience, and qualifications. The purpose of this study is to determine whether these factors affect the task load of the SEIP teacher.
Methodology: A fully quantitative method was used in this study by distributing a set of online questionnaires to SEIP teachers across Malaysia using the Google for platform. Confirmatory Factor Analysis (CFA) through AMOS software is used for data analysis purposes.
Main Findings: The findings show that all the factors mentioned in the leadership style, attitude, knowledge, experience, and competency of achievement are validated as influences on the SEIP teacher's task load. There have been several studies examining the leadership factor affecting the task load of the SEIP teacher, but the application of the CFA approach using AMOS is still underdeveloped. Therefore, the findings of this study can further confirm previous findings on this issue.
Application: This research can be useful for the headmaster and the SEIP teachers to give their best in school management.
Novelty: It is common to read about the issue for this research is the premier school, but this research was based on the special education field.
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Muhammad Zainal Abidin. "Peran Dedikasi Pendidik Dalam Mengembangkan Basis Mutu Pendidikan." AL-FAHIM: Jurnal Manajemen Pendidikan Islam 2, no. 1 (March 16, 2020): 1–19. http://dx.doi.org/10.54396/alfahim.v2i1.67.
Full textAbstract:
This study aims to determine the role of teacher dedication in improving the quality of education. Furthermore, the role of teacher dedication is expected to be concluded how important the role of teacher dedication is in improving the quality of education, as well as knowing the obstacles of teachers in improving the quality of education. This research was conducted in the form of field research. The book which is used as the main guideline in this research is 1) "Spiritual Teaching" (contains the teacher's dedication to his work), written by Abdullah Munir, 2) "Quality and Competitive Education" by Dedi Mulyasana. This research uses qualitative research, data collection is done by interview, observation and documentation. The results showed that Madrasah Aliyah Negri 1 Suruh has dedicated teachers. The form of dedication is 1) There is a sense of willingness of teachers to always sacrifice both the sacrifice of energy, thought and time in order to improve the quality of education, 2) The growth of the desire of teachers to provide the best in improving the quality of education, 3) Teachers Teachers S indirectly have strong soul in improving the quality of education. Besides Madrasah Aliyah Negeri 1 Kabupaten Semarang also has a good quality of educational education. This can be observed from the results of increasing academic achievement obtained from year to year. While non-academic achievement is seen from the change in attitude of students who experience changes in attitude for the better. however, in improving the quality of education against the obstacles faced by teachers. These obstacles are the lack of students learning, the distance from the teacher's house to the school is quite far, the lack of respect for students to teachers and differences in the basic knowledge of religion students have. Then the existence of dedicated teachers in Madrasah Aliyah Negeri 1 Kabupaten Semarang has an impact on the quality of Education.