Journal articles: 'Teacher enthusiasm'

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Keller, Melanie M., Eva S. Becker, Anne C. Frenzel, and Jamie L. Taxer. "When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions." AERA Open 4, no. 2 (April 2018): 233285841878296. http://dx.doi.org/10.1177/2332858418782967.

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It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.

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Samuel, Donald. "ANTUSIASME GURU DALAM PROGRAM PENGEMBANGAN KOMPETENSI PEDAGOGIK DAN DETERMINANNYA *)." Kelola: Jurnal Manajemen Pendidikan 2, no. 2 (December 7, 2015): 221. http://dx.doi.org/10.24246/j.jk.2015.v2.i2.p221-231.

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This study aimed to describe the enthusiasm of the teachers at SMPN 2 Gedangsari, Gunung kidul in the program of Education and Training (Dik-lat) for pedagogic competence development, organized by the Education Foundation of Astra-Michael D. Ruslim (which is running a program of Corporate Social Responsibility in the field of education in the middleschool. In addition, this study also aimed to find the determinant factor for the enthusiasm of the teachers. This research applied mixed method. The results showed enthusiasm in participating in teacher training pedagogical competence development was quite high. In quantitative terms, the level of enthusiasm of teachers was worth on average 3.8 with H was rejected (teacher enthusiasm was high). In addition, there were several determinants affecting the enthusiasm of teachers, namely, the intensity of individual meetings (b value = 0.633), while the suitability of the teacher trainers approach did not affect the enthusiasm (b value = 0.364). Thus, the trainer advised to frequently meet with the teacher so that the enthusiasm of teachers increased, and dik-lat program targets could be achieved well. 0

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Gabryś-Barker, Danuta. "Success: From failure to failure with enthusiasm." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 301–25. http://dx.doi.org/10.14746/ssllt.2014.4.2.7.

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In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.

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Mahler, Daniela, Jörg Großschedl, and Ute Harms. "Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm." Education Research International 2017 (2017): 1–17. http://dx.doi.org/10.1155/2017/4698371.

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The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge). 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.

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Kunter, Mareike, Anne Frenzel, Gabriel Nagy, Jürgen Baumert, and Reinhard Pekrun. "Teacher enthusiasm: Dimensionality and context specificity." Contemporary Educational Psychology 36, no. 4 (October 2011): 289–301. http://dx.doi.org/10.1016/j.cedpsych.2011.07.001.

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Rafsanjani, Mohamad Arief, Heni Purwa Pamungkas, and Etika Dhewi Rahmawati. "Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?" JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 4, no. 1 (September 29, 2019): 34. http://dx.doi.org/10.26675/jabe.v4i1.8411.

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One dominant determinant of teacher psychological well-being is the problem of student discipline. This study seeks to describe how the process of student disciplin (seen of student misbehavior) may affect teacher psychological well-being (seen of enthusiasm and emotional exhaustion) by including a mediator variable, namely teacher-student relation. This study was conducted on 159 economics teachers of senior high schools in Malang (Malang City and Malang Regency) using a total population sampling. We used structural equation modeling (SEM) for data analysis, followed by a sobel test the mediating role of variable in teacher-student relationship. The results showed that student misbehavior had a negative effect on work enthusiasm but a positive effect on students' emotional exhaustion. This study also found that teacher-student relation mediate the relationship between student misbehavior and teacher psychological well-being. The results of this study explain the process of student misbehavior in establishing teacher-student relations which ultimately influences teacher work enthusiasm and emotional well-being.

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Kunter, Mareike, Yi-Miau Tsai, Uta Klusmann, Martin Brunner, Stefan Krauss, and Jürgen Baumert. "Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction." Learning and Instruction 18, no. 5 (October 2008): 468–82. http://dx.doi.org/10.1016/j.learninstruc.2008.06.008.

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Palmer, David. "Teacher Enthusiasm and Student Motivation for Learning." Global Journal of Educational Studies 6, no. 1 (April 20, 2020): 40. http://dx.doi.org/10.5296/gjes.v6i1.16405.

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Previous studies of teacher enthusiasm have indicated that it can influence student motivation for learning, but it is not yet clear whether all students are influenced in this way, or only some of them. This study aimed to identify the percentage of students who were influenced by the teacher’s enthusiasm in normal classroom settings. Twenty-four grade 10 students were individually interviewed. The results indicated that all of the students had been influenced by the teacher’s enthusiasm, or lack of enthusiasm, in a recent lesson. Furthermore, the students described a wide range of teacher behaviors that they interpreted as indicating teacher enthusiasm. It was concluded that teacher enthusiasm is a motivational factor that can influence all or nearly all students.

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Swanson, Beverly B. "Teacher judgments of first‐graders' reading enthusiasm." Reading Research and Instruction 25, no. 1 (January 1986): 41–46. http://dx.doi.org/10.1080/19388078509557857.

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Rafsanjani, Mohamad Arief, and Etika Dhewi Rahmawati. "Stress Exposure and Psychological Well-being: Study on Beginning Teacher." JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) 3, no. 2 (June 13, 2019): 162. http://dx.doi.org/10.26675/jabe.v3i2.5757.

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A beginning teacher is someone who has just started his/her career as a teacher or someone who has just graduated from college and is working as a teacher. This transition from student to worker (as a teacher) is a critical period since it is often associated with stress (Dicke et al., 2015; Smith and Ingersoll 2004). This study examines the relationship between stress exposure (seen from stress exposure in class and outside class) and the psychological well-being of beginning teachers (seen from work enthusiasm and emotional exhaustion). This study is conducted on 325 beginning teachers of senior high schools in Malang as samples collected using a random sampling technique. The data are analyzed by using a Structural Equation Modeling (SEM). The results show that stress exposure in class and outside class has negative effect on work enthusiasm but, on the other hand, had positive effect on emotional exhaustion. This shows that stress exposure has significant effects on beginning teachers’ psychological well-being.

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Wang, Chen, Yunjun Hu, Xia Zhang, Jing Wang, Guangli Cui, and Guanyu Cui. "Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty." International Journal of Environmental Research and Public Health 17, no. 8 (April 12, 2020): 2645. http://dx.doi.org/10.3390/ijerph17082645.

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The aim of the current study was to explore the stability of the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom and the moderating role of boredom proneness and perceived task difficulty in such effect. A total of 984 students from five universities in China participated in the study. Questionnaires on class-related boredom, perceived teacher enthusiasm, boredom proneness, and perceived task difficulty were used to measure the respective variables. Results showed that boredom proneness and perceived task difficulty significantly moderated the relationship between perceived teacher enthusiasm and class-related boredom. Moreover, when considering perceived task difficulty, boredom proneness became silent in the moderating path between perceived teacher enthusiasm and class-related boredom. Even so, the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom was stable in students with different levels of boredom proneness and perceived task difficulty. The implications for learning and teaching are discussed.

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Mitchell, Murray. "Teacher Enthusiasm: Seeking Student Learning and Avoiding Apathy." Journal of Physical Education, Recreation & Dance 84, no. 6 (July 2013): 19–24. http://dx.doi.org/10.1080/07303084.2013.779536.

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Keller, Melanie M., Anita Woolfolk Hoy, Thomas Goetz, and Anne C. Frenzel. "Teacher Enthusiasm: Reviewing and Redefining a Complex Construct." Educational Psychology Review 28, no. 4 (December 23, 2015): 743–69. http://dx.doi.org/10.1007/s10648-015-9354-y.

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Wenström, Sanna, Satu Uusiautti, and Kaarina Määttä. "''The Force that Keeps you Going'': Enthusiasm in Vocational Education and Training (VET) Teachers' Work." International Journal for Research in Vocational Education and Training 5, no. 4 (December 17, 2018): 244–63. http://dx.doi.org/10.13152/ijrvet.5.4.1.

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Context: Enthusiasm has been noted to increase productivity and quality at work. In teachers' work, this has a connection to student learning and motivation, as well as teaching quality. In the context of Finnish vocational education and training (VET), research on enthusiasm appears especially topical and relevant because of the ongoing wide reform with emphasis on productivity and efficiency.Approach: In this study, Finnish VET teachers' enthusiasm at work was studied qualitatively. Three research questions were set for this study: (1) How do VET teachers describe their enthusiasm?; (2) What factors strengthen their enthusiasm, according to their descriptions?; and (3) What factors weaken their enthusiasm, according to their descriptions? Altogether, 103 teachers who voluntarily participated in the study completed an online questionnaire on enthusiasm. The data were analyzed through qualitative content analysis. Findings: According to the results, the teachers who participated in the study were very interested in their work. They wanted to share how they experienced enthusiasm in their work. Their enthusiasm manifested as their willingness to develop their skills and expertise. It also showed in their dedication, good job performance, and positive feelings about their work. Student encounters, a positive atmosphere, and work interactions were the main sources of enthusiasm. Lack of resources, changes, cuts in the VET budget, and a lousy work atmosphere weakened enthusiasm.Conclusion: The study found that enthusiasm manifested itself in ways that correspond well with the current VET productivity and efficiency goals. Because enthusiasm was strengthened especially when teachers were working with students, it seems important to ensure a supportive work environment for students also after the VET reform. Positive interactions, collegial support, and working together can help teachers to succeed and to maintain enthusiasm in their everyday work. According to the results of this study, supervisors may play a central role in facilitating teacher enthusiasm.

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Rifa’i, Muh Khoirul. "MADRASAH TEACHER'S SWOT IN GROWING THE SPIRIT OF LEARNING FIQIH IN MILENIAL GENERATION IN TULUNGAGUNG." Al'adalah 22, no. 2 (January 4, 2021): 117–35. http://dx.doi.org/10.35719/aladalah.v22i2.16.

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In the learning process, passion and interest are one of the most important dynamic aspects. With the enthusiasm and interest in students, learning results will be maximized. Thus, the teacher must know the form of enthusiasm and interest that how should be used to foster student enthusiasm for learning. Given that by providing enthusiasm and interest, students can develop activities and initiatives and can maintain perseverance in conducting learning activities and so students do not feel bored with the subject of Fiqh. These conditions will affect students' understanding of the subject of jurisprudence. If students truly understand and practice what is contained in it that is fiqh, then students will be able to carry out religious commands properly according to the commands of Allah SWT. Departing from the facts and descriptions above, the researchers are interested in studying and conducting research on "Madrasah Teacher's SWOT In Fostering the Spirit of Learning Jurisprudence in Millennial Generation in Tulungagung". In teaching and learning activities, as a teacher of Islamic education, he must be able to optimize his role when in class. One of them is as a motivator, meaning that teachers should be able to provide encouragement to students to be passionate and active in learning. In an effort to provide motivation, the teacher must be able to analyze the motives behind the students who are always lazy to learn and decline in school performance. Motivation can be effective if it is done by paying attention to students' needs. Diversification of ways of learning provides reinforcement and so on, can also provide motivation for students to be more passionate in learning. Besides the lesson material delivered without regard to the use of the method will also make it difficult for teachers to achieve learning objectives.

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Purba, Toto Arida. "Improving student learning enthusiast in the Geography Learning of Regional and Spatial concept through OIM techniques State High School 2 Bandar academic year 2019/2020." Research, Society and Development 9, no. 11 (November 8, 2020): e1689119656. http://dx.doi.org/10.33448/rsd-v9i11.9656.

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This study aims to increase students' enthusiasm for learning in Geography Lessons on Regional Concept and Spatial Planning through OIM (Observe, Imitate, and Modify) Techniques in Class XII Social Science 2 State High School 2 Bandar Academic Year 2019/2020. This study uses a quantitative qualitative approach, mixed methods research design. The type of research used in this study is Classroom Action Research. In this study, the results showed that in the pre-cycle the score was 23.30, meaning that students' enthusiasm for learning was less. Then the first cycle produced an average score of 43.3 which means that students 'enthusiasm for learning is good, and then in the second cycle it produces an average score of 63.3 which means that students' enthusiasm for learning is very good. Based on the results, it can be concluded that in student observation activities, the teacher assesses that students can actively pay attention to the teacher's explanation in learning activities, students actively ask teachers or friends about material that has not been understood, students work on assignments given on time, students take advantage of the time there to discuss lessons, with friends and with teachers, students actively read books.

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Kim, Taehee, and Diane L. Schallert. "Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom." Contemporary Educational Psychology 39, no. 2 (April 2014): 134–44. http://dx.doi.org/10.1016/j.cedpsych.2014.03.002.

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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.

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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task objectives. The conclusion of this research is the madrasa head plays an active role in efforts to improve the work ethic of teachers, namely by establishing harmonious relationships with fellow teachers (teachers), providing welfare to teachers who accommodate, control and evaluate teachers in carrying out their tasks so that they can change mindsets in building the character of the teacher, so that the teachers helped build the madrasas to be the foremost in accordance with their vision and mission. Keywords: The Principal's Role, Teacher's Work Ethic

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Huang, Shenghua, and Hongbiao Yin. "Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences." ECNU Review of Education 1, no. 2 (June 2018): 102–26. http://dx.doi.org/10.30926/ecnuroe2018010205.

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Purpose —The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics (gender, grade level, educational background, and seniority). Design/Approach/Methods —1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey. A series of t-tests, ANOVA, correlation analysis, and hierarchical multiple regressions were conducted. Findings —The younger teachers reported lower scores for well-being and efficacy than their senior counterparts, and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts. Of the dimensions of affective well-being, pleasant affect was more closely related to teacher efficacy than negative affect, and the activated pleasant dimension of enthusiasm had the strongest influence. Of the three dimensions of teacher efficacy, efficacy for student engagement was most strongly associated with affective well-being. Originality/Value —The study revealed that teachers’ affective well-being is not only important in itself, but also contributes to classroom teaching. The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy. Furthermore, maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement, a dimension on which teachers reported the least confidence. Suggestions were put forward on how to improve teacher efficacy and well-being.

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Hastowohadi, Hastowohadi. "Reflection of Teacher’s Interpersonal Skill: Describing The Quality of An Effective Teacher." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 149–56. http://dx.doi.org/10.15642/ijet2.2017.6.1.149-156.

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There are six characteristics that can not be taught, only modeled, they are Caring, Fairness and Respect, Attitude toward the Teaching Profession, Social Interaction with Students, Promotion of Enthusiasm and Motivation for Learning, Reflective Practice. The aspect of teacher as a person is only one of six aspects that should be modeled and demonstrate to the students. But, this aspect is going to be left by teachers in this era. It will be monotonous teacher as a leader and messenger in holding the whole class of teaching-learning activity. Furthermore, in this research, the writer wants to explore and find out what are actually the problems of this issue. The research was done in SMK Visi Global in Banyuwangi and took 6 teachers as an object of research. The writer used descriptive qualitative and describing the phenomenon of this. Indeed, the result was Fairness and Respect, Attitude toward Teaching Profession, Enthusiasm, and Motivation for Learning, and Reflective Practice got above average but Caring, Social Interaction with Students got below average. This issue described that the teachers in SMK Visi Global were not enlightened by a good teacher as a person and it would be ineffective for the school and students itself. It can be concluded that preparing teacher‟s personality is unavoidable for the professional teacher, in this era or future.

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Nur, Nur Aliyah. "FACTORS INFLUENCING STUDENTS’ ENTHUSIASM IN SPEAKING CLASS." English Language Teaching for EFL Learners 1, no. 1 (March 3, 2019): 24. http://dx.doi.org/10.24252/elties.v1i1.7420.

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This research aimed to investigate the meaning of enthusiasm, to observe the responses of enthusiastic students to the speaking activities in the speaking class, and to investigate the factors influencing students’ enthusiasm in speaking class. This research belongs to qualitative and it is placed within the phenomenology approach as the collection of information was qualifiedly by examining the phenomena of the factors influencing students’ enthusiasm in speaking class at the 5th semester students of English Education Department at UIN Alauddin Makassar. The data were analyzed and interpreted by using “coding technique” which covered three types: open coding, axial coding, and selective coding. The findings showed that Enthusiasm has several meanings such as; feeling or emotion, excitement, eagerness and achieving. Enthusiasm has several functions like; energy enhancer, goal maintainer, curiosity gripper, interest presenter, fire igniters, fear reducer, worry dissolver, and apathy eliminator. There are eight characteristics of enthusiastic students, they are; happiness, curiosity, satisfaction, endurance in speaking, courage, intolerance, agreement, and assistance. The factors influencing students’ enthusiasm in speaking class are; the instructional materials used by the lecturers or teachers, the lecturer/teacher competence and performance, the students’ attitude during the speaking activities, and the classroom environment.

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McBride, Adam. "Mathematics: The greatest subject in the world." Mathematical Gazette 89, no. 516 (November 2004): 354–64. http://dx.doi.org/10.1017/s0025557200178180.

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Two prominent themes in the Presidential Address upon which this article is based were Enthusiasm and Challenge.Many, if not most, practitioners of Mathematics can trace their interest in the subject to an enthusiastic teacher at some stage of their education. In this day and age, it is all too easy to get bogged down in a morass of assessment and quality assurance. Yet it is vital that teachers of Mathematics at all levels retain their enthusiasm and pass this on to their students.

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Beaton, Tisha. "Teacher to Teacher: Harry Potter in the Mathematics Classroom." Mathematics Teaching in the Middle School 10, no. 1 (August 2004): 23–25. http://dx.doi.org/10.5951/mtms.10.1.0023.

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Inspired by my students' enthusiasm for Harry Potter and the Sorcerer's Stone, I developed a multidisciplinary thematic unit. It started with the novel that the class was reading aloud for language arts and evolved into a mathematics problem that formed the foundation of the unit. The context of the problem linked literature to mathematics, provided a world about which most children could understand, and produced mathematics problems that are relevant to daily life. The students were keen to try the problems, and the familiar context helped them to feel self-confident.

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Palmer, David, Jeanette Dixon, and Jennifer Archer. "Teacher enthusiasm in a science course for preservice elementary teachers: manifestations, impacts, and influences." Pedagogies: An International Journal 14, no. 4 (September 27, 2019): 280–96. http://dx.doi.org/10.1080/1554480x.2019.1671846.

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Suciati, Titik. "MENINGKATKAN ANTUSIASME SISWA TERHADAP KEGIATAN BELAJAR DAN PEMBELAJARAN DI KELAS MELALUI PROGRAM LITERASI MEMBACA “TUNGGU AKU”." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 23, no. 2 (February 28, 2019): 314–26. http://dx.doi.org/10.24090/insania.v23i2.2303.

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Abstract: Reading Literacy Program "Tunggu Aku" conducted at MI Diponegoro 03 Karangklesem can increase students' enthusiasm in studying and learning in the classroom. From the three activities there was a collaboration between the teacher and guardians of the students to make this program successful. There are three activities in this literacy program that are reading activities, and pre-reading activities carried out with parents at home, as well as post-reading activities that will be carried out with the teacher at the school. Of the three activities above, the teacher uses post-reading activities to maximize this reading literacy program, which is to increase students' enthusiasm in studying and learning in the classroom. Post-reading activities conducted by teachers and students include: (1) developing imaginative thinking skills through storytelling; (2) developing students' thinking skills by playing word concept maps; and (3) developing children's thinking skills through playing letter patterns in words. Keyword: Antusiasme Siswa, Kegiatan Belajar, Pembelajaran, Dan Literasi Membaca

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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

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Oktasari, Maria. "Perceptions around teacher's social support with student achievement motivation." TERAPUTIK: Jurnal Bimbingan dan Konseling 1, no. 2 (November 7, 2017): 145. http://dx.doi.org/10.26539/1229.

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Several indications that indicate student in low achievement motivation, among others: (1) lack of enthusiasm to follow the lesson, (2) less attention to the teacher, (3) the students have not targeted yet, (4) students tend to ignore the task, (5) (6) students are less harmonious with teachers, (7) students are lazy to learn, and (8) some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.

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Ferguson, Maria. "Washington View." Phi Delta Kappan 100, no. 1 (August 27, 2018): 40–41. http://dx.doi.org/10.1177/0031721718797122.

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Maria Ferguson looks at results from the latest PDK poll, which shows the highest level of support ever for increasing teacher salaries. This support is significant at a time of high-profile teacher strikes and the Supreme Court’s Janus ruling that forbids requiring non-union members to pay fair-share fees. Another acknowledgement of the challenges of teaching today was poll respondents’ reduced enthusiasm for the idea of their own children becoming teachers.

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Natof, Tammy Hammond, and Raymond G. Romanczyk. "Teaching students with ASD: Does teacher enthusiasm make a difference?" Behavioral Interventions 24, no. 1 (February 2009): 55–72. http://dx.doi.org/10.1002/bin.272.

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Sukmanasa, Elly, Lina Novita, and Aries Maesya. "TRAINING IN MAKING POWTOON-BASED LEARNING MEDIA IN EDUCATION 4.0." International Journal of Business, Economics, and Social Development 1, no. 2 (June 26, 2020): 72–80. http://dx.doi.org/10.46336/ijbesd.v1i2.31.

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The role of the teacher is needed to help students in the learning process so that the material can be understood optimally. A teacher is not just teaching in front of the class, but must be able to inspire students. The process of implementing learning in the 2013 curriculum requires the ability of teachers in the IT field, especially in making learning media easy and interesting because learning in the 2013 curriculum consists of observing, asking, reasoning, trying and communicating. The assessment conducted in the 2013 curriculum includes three domains, namely affective, cognitive, and psychomotor. The purpose of community service is to provide assistance in making media powtoon learning in the thematic 2013 curriculum learning for class V of the Cluster 1 Elementary School in Bogor City. This assistance gets a positive response as evidenced by the enthusiasm of the teacher in following from beginning to finish. Although this mentoring training is different from usual, using online media or webinars because of Covid-19. When giving material about the introduction of the Powtoon program, the teachers learned a lot, because this program was a new program. The enthusiasm and readiness of the teachers signifies motivation to foster student activity in learning.

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Marsiti, A. "Penanaman Nilai-Nilai Karakter sebagai Upaya Meningkatkan Etos Kerja Guru dan Karyawan Menuju Neswa Lembah Sunyi Sekolah Berkualitas." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 1 (June 25, 2020): 81–89. http://dx.doi.org/10.26877/mpp.v14i1.5981.

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The porpose of this best practice is to improve the work ethics of teachers and employees also the Students spirit in learning which the goal is to improve the quality of learning at SMK Negeri 1 Warureja. The formulation of the problems in this scientific work are: (1) How to improve the work ethic and work hard for teachers and employees of State Vocational School 1 Warureja ?, (2) What is the impact of discipline, and hard work on the work ethic of teachers and employees of State Vocational School 1 Warureja and (3) What are the obstacles that arise in instilling discipline, and hard work in an effort to improve the work ethic of teachers and employees of SMK Negeri 1 Warureja, and how to overcome them? The methode used were coacking, interviews, observation and the instruments used were questionnaire as well as documentation. The results achieved through fostering discipline and hard work in an effort to improve the work ethic of teachers and employees or the learning enthusiasm of students of SMK Negeri 1 Warureja, are: (1) as school residents both teachers and employees have a high work ethic (teacher questionnaire results 4.67; results Employee questionnaire 4.09, and for students having high enthusiasm for learning (student questionnaire results 4.09), (2) as a citizen of the teacher / employee school or students trying to do their duties and obligations as well as possible (results of teacher questionnaire 4.47, employee questionnaire results 4.33, student questionnaire results 4.06) (3) teachers / employees or students have high discipline (teacher questionnaire results 4.44, employee questionnaire results 4.33, student questionnaire results 4.16), and (4) as school residents both teachers / employees have hard work enthusiasm (teacher questionnaire results 4.67, employee questionnaire results 4.66,) and students have a high enthusiasm for learning (student questionnaire results 4.53). (5) Development of disciplined and work training the most effective race against teachers and employees and students is by example. The conclusion of planting the character values as an effort to improve the work ethic of teachers and employees through mechanisms: (1) Preparation, (2) Implementation, and (3) Monitoring. The results achieved through the inculcation of the value of discipline and hard work can improve the work ethic of teachers and employees of SMK Negeri 1 Warureja in the 2019-2020 Academic Year. Recommendations: (1) The Head of the Education Office of Central Java Province, can use the cultivation of discipline and hard work as an effort to improve the work ethic in the ranks of the Department of Education and other Schools, (2) The results of the implementation of the inculcation of disciplined values and hard work practically it can also be used by school principals as an effort to improve the work ethic of teachers and employees as well as efforts to improve the quality of education in general and the quality of learning of SMK Negeri 1 Warureja in particular.

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Mushin, Ali muhsin. "PENERAPAN METODE SAVI (SOMATIS, AUDITORI, VISUAL, INTELEKTUAL) PADA MATA PELAJARAN AKIDAH AKHLAK UNTUK PENINGKATAN MOTIVASI BELAJAR SISWA KELAS XI IPA MADRASAH ALIYAH ASSULAIMANIYAH MOJOAGUNG JOMBANG." AL MURABBI 5, no. 1 (December 29, 2019): 82–91. http://dx.doi.org/10.35891/amb.v5i1.2079.

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Quality learning processes involve many things, one of which is the method or model applied by the teacher. If a teacher conveys varied and stimulating learning, students will be more interested in listening to the material presented. Conversely, if the teacher only teaches with conventional methods, namely lectures, students will be bored and not interested in listening to the material being taught. In this case the role of the learning method is very important to increase students' learning motivation, especially in the XI IPA class students.Assulaimaniyah whose application of learning is still a conventional method. They need varied learning not monotonous in order to support maximum learning outcomes, as well as the Application of SAVI Learning Methods to Increase Learning Motivation Sisawa Class XI Science MA.Assulaimaniyah Mojoagung Jombang. Based on this background, this study aims to conduct and determine the application of SAVI learning methods to improve student learning motivation when applied in the XI IPA MA class. Assulaimaniyah. Type of qualitative research with methods of collecting data on observation, interviews, documentation and library data. Data Analysis Techniques Data collection as well as data reduction, data presentation, verification and conclusions. The results showed that when the application of the SAVI method was applied, students who were previously lacking in enthusiasm in receiving learning were more enthusiastic and active in participating in these varied learning methods, so students could learn more optimally in learning. Supporting factors, positive support and encouragement from homeroom teacher and researcher motivation. Inhibiting factors Factors of oneself, such as lack of enthusiasm and enthusiasm that arise from themselves

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Muhsin, Ali. "IMPLEMENTASI METODE SAVI UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA MOJOAGUNG JOMBANG." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 5, no. 3 (June 26, 2020): 1–24. http://dx.doi.org/10.32764/dinamika.v5i3.844.

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Quality learning processes involve many things, one of which is the method or model applied by the teacher. If a teacher conveys varied and stimulating learning, students will be more interested in listening to the material presented. Conversely, if the teacher only teaches with conventional methods, namely lectures, students will be bored and not interested in listening to the material being taught. In this case the role of the learning method is very important to increase students' learning motivation, especially in the XI IPA class students.Assulaimaniyah whose application of learning is still a conventional method. They need varied learning not monotonous in order to support maximum learning outcomes, as well as the Application of SAVI Learning Methods to Increase Learning Motivation Sisawa Class XI Science MA.Assulaimaniyah Mojoagung Jombang. Based on this background, this study aims to conduct and determine the application of SAVI learning methods to improve student learning motivation when applied in the XI IPA MA class. Assulaimaniyah. Type of qualitative research with methods of collecting data on observation, interviews, documentation and library data. Data Analysis Techniques Data collection as well as data reduction, data presentation, verification and conclusions. The results showed that when the application of the SAVI method was applied, students who were previously lacking in enthusiasm in receiving learning were more enthusiastic and active in participating in these varied learning methods, so students could learn more optimally in learning. Supporting factors, positive support and encouragement from homeroom teacher and researcher motivation. Inhibiting factors Factors of oneself, such as lack of enthusiasm and enthusiasm that arise from them selves.

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Lazarides, Rebecca, Hanna Gaspard, and Anna-Lena Dicke. "Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support." Learning and Instruction 60 (April 2019): 126–37. http://dx.doi.org/10.1016/j.learninstruc.2018.01.012.

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Bennett, Curtis D., Mary J. DeYoung, James J. Rutledge, and Elaine Young. "Teacher to Teacher: Dialogue: A Route to ACT-ive Learning." Mathematics Teaching in the Middle School 12, no. 1 (August 2006): 37–39. http://dx.doi.org/10.5951/mtms.12.1.0037.

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Engaging students is an important part of planning for daily class lessons. The two-person skit discussed in this article was adapted from an idea by a master biology teacher who had developed this novel teaching/ learning strategy to allow for more student participation in larger class settings. The format is deceptively simple and straightforward; pairs of students perform the two roles in the skit during simultaneous classroom performances. The resulting “noise” is actually the sound of students engaging with the subject at hand. The inclusion of appropriate gestures and staging commands heightens the interest level for a lot of students, and most respond with enthusiasm.

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Irmawati, Wahyu. "Membangun Motivasi Belajar Peserta Didik SD pada Masa Pandemi Menggunakan Reward." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 833. http://dx.doi.org/10.20961/shes.v3i4.54410.

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Learning during the Covid-19 pandemic demands to create innovation and creativity in supporting the online learning process. The reality is that a lot of learning received by students is monotonous only in the form of assignments without any feedback or reinforcement of student learning outcomes. This causes students to become bored, lack enthusiasm in learning, and many students prefer to play rather than study during a pandemic because there is no motivation or reinforcement from the teacher. Giving rewards is very important given by teachers to students as feedback, reinforcement and appreciation because students have been willing to learn every day. Teachers should strive to provide rewards in innovative forms so that students feel interested and happy in learning. Rewards can be in the form of words of praise, giving a score of 100, a thumb sticker, a smile or other sign of encouragement that the teacher can give to students to raise enthusiasm for learning.

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Al Hafiz, Nofri Wandi, and Helpi Nopriandi. "Designing Number Learning Applications and Early Childhood Mathematics Calculations." SinkrOn 3, no. 2 (March 18, 2019): 212. http://dx.doi.org/10.33395/sinkron.v3i2.10083.

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The progress of technological development in the current era is very fast and fast, it is seen from how people use the technology, even now technology has entered the world of education in terms of the teaching and learning process, with the process of learning and teaching that is still focusing teachers as a material giver, it will make the learning and teaching experience monotonous and less attractive so that students become bored and lack enthusiasm especially with math lessons that use a lot of thoughts, unless the teacher can bring the class atmosphere to be interesting it will make the classroom atmosphere become enthusiasm, to help teachers in the teaching process, it is necessary to make an application that can help teachers to make students interested in learning mathematics.

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Raciala (Pohaci), Alexandra, Mihaela Rus, Mihaela Luminita Sandu, and Ciprian Vasile Rus. "Burn-out syndrome and teacher job satisfaction." Technium Social Sciences Journal 20 (June 8, 2021): 600–611. http://dx.doi.org/10.47577/tssj.v20i1.3601.

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The concept of burnout is often used when trying to explain the state of chronic stress in people working in a field that involves contact with people, such as, in our case, education. Teachers spend a long time at work and are involved in multiple relationships: both with students, colleagues (other teachers, principals), and with other parents. All these various interactions require a mental and even physical effort. Also, teaching and assessment activities consume energy and require considerable effort. Thus, the resources needed by the teacher (time, financial), work and performance requirements can erode the teacher's energy and enthusiasm, which sometimes leads to the manifestation of burnout symptoms. Burnout is “a state of chronic fatigue, depression and frustration generated by the devotion of a cause, a way of life or a relationship that fails to produce the expected rewards and ultimately leads to diminished involvement and work” (Zlate, 2007 , pp. 598 in Richelson, 1980.

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Tampubolon, Jesika. "PENGARUH PEMBERIAN MOTIVASI OLEH GURU PAK TERHADAP MINAT BELAJAR SISWA KELAS X SMA SWASTA HKBP 2 TARUTUNG T.P 2018/2019." Areopagus : Jurnal Pendidikan Dan Teologi Kristen 17, no. 1 (March 1, 2019): 20–25. http://dx.doi.org/10.46965/ja.v17i1.232.

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vAbstract: This Research aim to know there is do not it influence which are positive and signifikan between giftmotivate by teacher of Christian Education to enthusiasm learn the student of Class X SMA of Private sectorHKBP 2 Tarutung of Study Year 2018 / 2019, with the hypothesis there are influence which are positive andsignifikan between Gift Motivate by teacher of Christian Education To Enthusiasm Learn The Student of ClassX SMA of Private sector HKBP 2 Tarutung School Year 2018 / 2019. This research use the descriptivequantitative approach inferensial, with the population all student of class X SMA HKBP 2 Tarutung amountingto 133 people by sampel amount to 40 people. Data collected with the enquette closed as much 45 item compiledby writer pursuant to variable indicator according to expert theory. Test-Drive the enquette done to 35 studentwhich is non research responder, and have been tested the validity and reliability. Result of data analysisindicate that there are influence which are positive and signifikan between Gift Motivate by teacher of ChristianEducation To Enthusiasm Learn The Student of Class X SMA Private sector HKBP 2 Tarutung School Year2018 / 2019 with the coefficient determinasi ( r2) = 53,72% and test the signifikan influence obtained FcountFtable of equal to 42,794,10, its meaning Ho refused and Ha accepted.Keyword: Gift Motivate the, Enthusiasm Learn

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Wulandari, Desy, and Yayuk Fauziah. "Kepala Sekolah sebagai Leadership dalam Menuju Good Governance Disiplin Guru dan Karyawan." PALAPA 7, no. 2 (November 30, 2019): 298–308. http://dx.doi.org/10.36088/palapa.v7i2.365.

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Principal's leadership is a model of leadership that is implemented based on certain situations and conditions in influencing, directing and improving the performance of his subordinates by strengthening enthusiasm and motivation and rewards. This research aims to study the principal’s strategy in improving teacher and employee discipline. This study uses a descriptive-qualitative method with the subject of the research as head, curriculum waka and the teacher council. Data is collected by interview, observation and documentation. The results showed that the efforts of principals in improving teacher and employee discipline had been carried out correctly, effectively, efficiently so as to improve the discipline of teachers and employees.

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Locke, Evelyn T., and David E. Abbey. "A Unique Equation." Academic Therapy 24, no. 5 (May 1989): 569–75. http://dx.doi.org/10.1177/105345128902400505.

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Moon, Je-Min, and Byung-Keun Jung. "An Analysis of the Relationship between Physical Education Teachers' Enthusiasm, Teacher Efficacy, and Commitment to Teaching." Journal of the Korean society for Wellness 11, no. 2 (May 31, 2016): 187. http://dx.doi.org/10.21097/ksw.2016.05.11.2.187.

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Kustriani, Lilis. "MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN LEMBAR KERJA SISWA MELALUI WORKSHOP DI GUGUS SEKOLAH." JPPGuseda | Jurnal Pendidikan & Pengajaran Guru Sekolah Dasar 2, no. 1 (March 28, 2019): 47–52. http://dx.doi.org/10.33751/jppguseda.v2i1.1233.

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This research is a School Action Research (SAR) conducted at primary school (SD Negeri Kampung Sawah) in Bogor Utara District at Semester 2 of the 2017-2018 Academic Year. The research was conducted in two cycles, each cycle consisting of four stages, namely: planning, implementation, observation and reflection. The specified performance indicator is when a minimum score of 12 (quite active). In compiling the Student Worksheet it can be said to be successful. The aspects measured in the observation are the enthusiasm of the teacher, interaction with the teacher in the teacher's work group, group cooperation, activities in group discussion. The analysis found that there was an increase in teacher activity and competence in preparing the Student Worksheet from cycle I to cycle II. Achievement of performance indicators is in action II. Thus, it can be said that cluster activities can improve the competence of teachers in Kampung Sawah State Primary School, North Bogor District, Bogor City Semester 2 2017-2018 Academic Year. The teacher gave a positive response to the results of the workshop in the Cluster. The results showed that the preparation of Student Worksheets could improve the competence of teachers in Kampung Sawah Public Elementary Schools. Thus it can be suggested to supervisors, friends or other researchers to use cluster activities as a forum to improve teacher competencies that are carried out continuously. Cluster activities can increase the competence of public elementary school teachers in preparing student worksheets.

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Buabeng, Isaac, Forster Danso Ntow, and Charles Deodat Otami. "Teacher Education in Ghana: Policies and Practices." Journal of Curriculum and Teaching 9, no. 1 (February 20, 2020): 86. http://dx.doi.org/10.5430/jct.v9n1p86.

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This article focuses on teacher education in Ghana. It examines a number of reforms involving curricular changes and restructuring of teacher education institutions tasked with the responsibility of preparing teachers for the basic school level. The article highlights the structure and changes in Ghana’s teacher development policies and practices following the adoption of a new programme which took effect in 2018 with the intake of the first batch of 4-year degree students in the country’s Colleges of Education. We envisage that improved teacher qualification and a conscious effort to link theory to practice will result in improved teacher knowledge and skills required for a professional teacher. Despite this stated enthusiasm, a number of contextual issues which could negatively affect the intended gains from this most current reforms have been discussed. We end with a call on policy makers to address the contextual issues highlighted in this paper and also a need for continuity in teacher education policies in Ghana considering the numerous politically-related reforms.

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Susiati, Susiati, and Nina Kartikasari. "Do the Techniques Really Improve Students’ Mastery in Vocabulary?" Journal of English Education and Teaching 4, no. 2 (June 3, 2020): 248–63. http://dx.doi.org/10.33369/jeet.4.2.248-263.

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This study describes the techniques applied by teachers in teaching English vocabulary to the tenth grade students at Muhammadiyah Boarding School 1 Weleri. This study aims to determine and describe the techniques used by teachers on how teachers apply these techniques in teaching English vocabulary, and analyze the responses of students regarding the techniques used by teachers in vocabulary learning. The subjects of this study were two teachers and six tenth grade students at Muhammadiyah Boarding School 1 Weleri. The method used is descriptive qualitative. The research was obtained by observation, interview and documentation. The results of this study, researchers found five techniques used by both teachers in teaching English vocabulary. Teacher A techniques used are: (a) example sentences, (b) word syntaxes, (c) translating with dictionaries, (d) practice (oral drills and practice exercises), and (e) memorization. Teacher B techniques used are: (a) equality of words / opposites, (b) translating, (c) practice, and (e) memorization. Students‘ responses in general can accept the techniques used by both teachers, which can be seen from the attitudes, activeness, and enthusiasm of students when attending lessons. Students have different responses to the techniques used by teacher A and teacher B. With the techniques applied by the teacher in vocabulary learning, students‘ get improvement in learning English.

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Utami, Lega Putri, Legisnal Hakim, Ahmad Kafrawi Nasution, Sunaryo Sunaryo, Abrar Ridwan, Budi Istana, Afdhal Afdhal, and Ridwan Abdurahman. "PELATIHAN PENELITIAN TINDAKAN KELAS (PTK) BAGI GURU SMKN 1 KECAMATAN MEMPURA KABUPATEN SIAK." Jurnal Pengabdian UntukMu NegeRI 3, no. 1 (May 30, 2019): 11–13. http://dx.doi.org/10.37859/jpumri.v3i1.1108.

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Classroom Action Research (CAR) is research conducted by teachers in their own class by planning, implementing and reflecting actions collaboratively and participatively with the aim of improving performance as a teacher so that student learning outcomes can improve. Thus PTK can facilitate teachers to develop an understanding of pedagogy in order to improve their learning. This training also invites teacher friends to step into various records that after being processed can manifest into a quality study. Carry out research on what is done daily by a teacher who can finally produce a work called PTK. This can happen if a general sequence of procedures, which starts from the identification of research problems encountered until the final report is recorded. So, it is very important that this procedure is understood and adhered to by the teacher who is researching. The overall service activities are quite good in terms of the target number of participants and enthusiasm in receiving the material provided.

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Anggraeni, Leni Amalia. "Faktor Intrinsik dan Ekstrinsik Dimoderasi Motivasi Kerja Terhadap Kinerja Guru." MANAJERIAL 8, no. 02 (May 17, 2021): 118. http://dx.doi.org/10.30587/manajerial.v8i02.2324.

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Background – Competent teachers can produce quality education. The problem that exists is the number of teachers in schools who lack motivation, this is due to the low enthusiasm of teachers when teaching in several schools. In addition, teacher workloads that exceed the limit and lack of training to improve teacher skills also lead to a lack of teacher motivation. The solution is the need to increase work motivation from both extrinsic and intrinsic factors. Purpose – To find out the influence of instristic and extraneous factors moderated work motivation on teacher performance. Design/Methodology/Approach - This research method uses a causality research design. The population of the study was 86 junior high school teachers in Poncokusumo District. With the research sample 46 SMP teachers who have been certified. The approach used is quantitative with Moderated Regression Analysis (MRA). Result and Discussion - The results of data analysis state: (1) intrinsic factors affect teacher performance, (2) extrinsic factors affect teacher performance, and (3) moderated intrinsic and extrinsic factors affect teacher performance. Conclusion – The results of this study are the intrinsic and extrinsic factors which are moderated by motivation have a significant effect on performance. Motivation strengthens the relationship between intrinsic and external factors on teacher performance in junior high schools in Poncokusumo sub-district. Research Implications - This research has implications for the influence of intrinsic and extrinsic factors as well as motivation as moderation on teacher performance

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Boice, Katherine L., Justina R. Jackson, Meltem Alemdar, Analía E. Rao, Sabrina Grossman, and Marion Usselman. "Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program." Education Sciences 11, no. 3 (March 5, 2021): 105. http://dx.doi.org/10.3390/educsci11030105.

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There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.

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Jungert, Tomas, Shelby Levine, and Richard Koestner. "Examining how parent and teacher enthusiasm influences motivation and achievement in STEM." Journal of Educational Research 113, no. 4 (June 1, 2020): 275–82. http://dx.doi.org/10.1080/00220671.2020.1806015.

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Prastowo, Andi. "PENGEMBANGAN MODEL KOMUNIKASI EDUKATIF REINVENTING SUBSCONCIOUS MIND (RESMI) UNTUK MADRASAH IBTIDAIYAH." ULUL ALBAB Jurnal Studi Islam 17, no. 2 (January 31, 2017): 163. http://dx.doi.org/10.18860/ua.v17i2.3402.

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The effort to develop communicative competence of Madrasah Ibtidaiyah teachers in Indonesia is still low. It is shown from various upgrading programs for teacher’s professionalism and quality which rarely touch communicative competence aspect. However, government regulation on academic qualification standard and teacher competence stated that communicative competence becomes the bases of pedagogic, social, and professional competences, except personality competence. In addition, in teacher training institute the course on learning communication is not always given. While communication play an important role for effective learning process. This article presents the research of development of Fikih learning communications model in Madrasah Ibtidaiyah namely reinventing subconscious mind (RESMI). The result shows that its implementation improves the familiarity between teachers and pupils, learning enthusiasm, ability to memorize materials, and improve learning achievement.

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Journal articles on the topic 'Teacher enthusiasm'

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