JETL (Journal Of Education, Teaching and Learning)
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Rural School Organizational Learning Patterns and Variation
Full text linkThis paper derives from a depth study of the patterns and variations of school organizational learning (OL) application in rural schools in supporting their teachers’ professional continuous learning (PL). By using total sampling, 172 out of 211 teachers from all primary and junior secondary schools were assigned to spend two days in the survey. Our research findings indicate that teachers and school leaders put high scores on values and practices of school organizational learning. The high values given by the teachers can be translated that they believe that practicing organizational learning is important in order to support and sustain their own professional learning. an optimistic effort on improving school organizational learning. We suggest that the teachers’ needs on improving their professional learning tend to be homogeneous. It could ease the process of improving school organizational learning which could accommodate and address typical challenges and need of teachers
Building Student’s Mathematical Connection Ability in Abstract Algebra: The Combination of Analogy-Contruction-Abstraction Stages
Full text linkThe objective of the study was to describe the effect of six types of mathematical connections (representation connections, structural connections, procedural connections, implication connections, generalization connections, and hierarchy connections) on abstract algebraic materials through four stages, i.e., abstraction, analogy-abstraction, construction-analogy, and construction. The study employed qualitative descriptive approaches, including tests, questionnaires, and interviews. The subjects of the study were chosen based on the responses to a questionnaire regarding the employed stages. Then, two subjects who could converse and were willing to be interviewed were chosen from each stage. Data collection techniques were conducted through four stages, i.e., 1) identifying the stages used; 2) identifying the ability of six types of student mathematical connections through predictive indicators; 3) describing the capabilities of the six types of connections through interviews; and 4) conducting source triangulation and method triangulation. The results indicated that the subjects who utilized the construction stage tended to be able to construct six types of mathematical connection links in a set, as well as standard and non-standard binary operations. The subjects who utilized the construction-analogy stage likely to be able to build three forms of representation connections, structural connections, and procedural connections in a set of standard binary operations. In characterizing the symbol of a set element and the binary operation of the standard form inside the closed property of the standard form, the subjects who used the analogy-abstraction stage have the same tendency as subjects who use the abstraction-construction stage
Development of Interactive Learning Media Articulate Storyline of Indonesian Language Learning in Fourth Grade Elementary School
Full text linkThe problems at National Elementary School Tugurejo 01 regarding the lack of utilization of technology learning media and learning outcomes that could be more optimal in learning Indonesian. The problem formulation in research examines how to develop, test the feasibility, and test the effectiveness of interactive learning media articulate storyline. The research procedure uses the Borg and Gall model. Development is carried out using the Adobe Illustrator application, which is then converted into an Articulate Storyline. This development research aims to develop learning media and determine the feasibility and effectiveness of interactive learning media based on articulate storylines. The results of the study show that interactive learning is very feasible, with a percentage of eligibility for presentation by media experts of 89% and eligibility for content by material experts of 92%. This media is effective with normality test results. Based on calculations, a sig value of 0.192 was obtained, assuming that the data is usually distributed if the sig value is > 0.05. Based on the results of the n-gain test, the cognitive n-gain score was 0.712, with an average difference of 39.07. So that the n-gain value on cognitive pretest and posttest learning outcomes in large group use trials has a high category, with an effectiveness level of 71,237 Very Effective. The increase in average indicates that interactive learning articulate storylines effectively used as teaching materials and learning media. Suggestions for further research are to apply the media into a more straightforward device so the media can be used in various classroom situations and support character development according to the new curriculum
The Influence of Academic Supervision and School Principal Leadership Style on Performance of State Junior High School Teachers in The Sub-District Bandar District Bener Meriah
Full text linkEnhancing the quality of education heavily relies on the involvement of human resources in education. The pivotal role of teachers in facilitating student learning and development towards producing competent human resources is undeniable. Effective teacher performance is paramount in ensuring the quality of education in schools. Therefore, enhancing teacher performance requires comprehensive and serious measures, including academic supervision and the application of suitable leadership styles by school principals. This research aims to evaluate the individual and combined effects of academic supervision and leadership styles of school principals on the performance of public junior high school teachers in the Bandar District of Bener Meriah Regency. Using a quantitative approach and a questionnaire for data collection, the study reveals that while academic supervision has no significant impact on teacher performance, the leadership style of school principals has a significant effect on the performance of junior high school teachers. Moreover, both academic supervision and the leadership style of school principals simultaneously contribute significantly to the performance of public junior high school teachers in the Bandar District of Bener Meriah Regency, as confirmed by an F-test value of (17.181) > F-table (3.160) and a p-value of (0.000) < α (0.05). This implies that better academic supervision and leadership styles of school principals lead to better teacher performance in schools
Analysis of The Influence of Managerial Skills and The Charisma of The School Principal in Improving Performance and Teacher Professionalism
Full text linkThe objective of this study is to examine how the managerial skills and charisma of the school principal impact the performance and professionalism of teachers at MA A Yani Bangil and MA Al-Hikmah Bangil. The study adopts a quantitative research design with a cross-sectional approach. The participants in the research are teachers employed in both institutions, selected through purposive sampling. Data were collected using questionnaires that assess managerial skills, the school principal's charisma, teacher performance, and teacher professionalism. Data analysis involved descriptive statistics and multiple regression tests. The findings of the study demonstrate that both managerial skills and the school principal's charisma significantly influence teacher performance and professionalism. Specifically, the managerial skills of the school principal positively affect teacher performance and professionalism, and the school principal's charisma also has a positive impact on teacher performance and professionalism. These findings indicate that school principals with strong managerial skills and charismatic qualities can shape the performance and professionalism of teachers in the context of these educational institutions. This study contributes significantly to understanding the factors that influence teacher performance and professionalism. The implications of these findings emphasize the importance of focusing on the development of school principals' managerial skills and enhancing their charisma to enhance teacher performance and professionalism. Moreover, this research lays the groundwork for future studies exploring additional factors that may influence teacher performance and professionalism in different educational settings
Meta-Analysis of The Effect of ICT-Based Learning Media on Students' Biology Learning Outcomes
Full text linkThe use of ICT-based learning media can improve student learning outcomes. Re-analysis was carried out in this study regarding the use of ICT-based learning media in improving student learning outcomes from the theses that had been selected and selected in line with the topics studied. This study aims to determine the meta-analysis of the effect of using ICT-based learning media on students' biology learning outcomes. This type of research is descriptive survey research. Using a purposive sampling technique, 20 theses of Biology education students at FKIP Untan for the 2017-2021 period were summarized. The calculation of the effect size of 20 undergraduate thesis students in biology education resulted in an average effect size of 0.85 (SD = 2.80). It shows that ICT-based learning media contributed 32.89% to improving student biology learning outcomes. The ICT-based learning media type with the most significant influence is video media, with an average effect size of 1.18 (SD = 4.34). Video media contributed 37.08% to increasing student biology learning outcomes. The relationship between variables obtained from research results based on the material taught and the use of ICT-based learning media that has the most significant influence is applied to the digestive system material with an average effect size of 1.18 (SD = 4.34). ICT-based learning media can improve students' biology learning outcomes in digestive system material by 37.08%. Based on the school level, ICT-based learning media that significantly influences students' biology learning outcomes is implemented in junior high schools. Using ICT-based learning media can improve student biology learning outcomes in junior high schools by 42%
Assessment of Tests Constricted by EFL Teachers for Secondary Stage Students and Its Effects on the Students' Achievement
Full text linkThe study aimed to estimate the tests constructed by EFL teachers for the secondary stage students in Tafila Directorate of Education and investigating its effect on the students' achievement. The subject of the study consists of all the teachers who teach English language for secondary stage students in Tafila Directorate of Education with a total number of (102 male and female teachers). Six English test papers were chosen intentionally as a sample of the study (3 represents the first secondary class and 3 for the second secondary class). The sample was chosen by the researcher, as it is considered as a cross- representative of all the tests prepared by English language teachers for the secondary stage. The selected sample was applied to two groups of students (20 males and 20 females) from two different schools. Through the results obtained, it was found that the type of the questions has a significant impact on students' achievement. The significance was in favor of the objective questions. Finally, the study touched on some constructive suggestions and recommendations that may interest all who are involved in the educational process
Developing the Teaching Materials of Proverb Menaing with A Contructivism Aproach on Inquisitive Semantics
Full text linkThis study aimed to produce teaching materials for the meaning of proverbs with a constructivism approach based on inquisitive semantics for high school students. The research was conducted in the Riau Province high school equivalent. A performance test on the interpretation of constructivism approach proverbs that meets the standards of content validity was the main research instrument, along with questionnaires for teachers and a team of experts. A strategy based on constructivism and eight procedures were utilized to create instructional materials for proverbial meaning. The first is a preliminary study. Second, compiling the initial product design. Third, develop the initial product design. Fourth, initial product trials on a limited scale. Fifth, evaluation and revision of the initial product. Sixth, testing the revised product on a broad scale. Based on the study results, the pre-test on the meaning of proverbs was included in the low category, where there was no difference in the category of pre-test results per school group. A high category of post-test results on the meaning of proverbs was discovered, with disparities in the category of post-test results by a school group. There was no variation in categories per class, though. Furthermore, a substantial difference in the use of proverbs was discovered based on the findings of the pre-test and post-test. The seventh stage is to determine and revise the revised product. The eighth step is to present the final product. Because the F count value was 0.283 < the F table value which was 3.15, the test results of teaching materials were of high quality, with no significant differences in the ability to interpret proverbs. This finding suggests that the availability of teaching materials fulfills the feasibility of content, presentation, language, and graphic feasibility, and is appropriate for use in assisting in learning activities
The Development of Microlearning-Based on Teaching Materials to Increase Students’ Ecoliteracy
Full text linkThis study aims to (1) determine the validity of microlearning-based teaching materials, (2) determine the response of teachers and students to microlearning-based teaching materials, and (3) investigate the effect of microlearning-based teaching materials on students’ ecoliteracy. The research method used was mixed research method or a combination of qualitative and quantitative approaches. The sample in this study were 63 students and 3 geography teachers at SMA Negeri 1 Belitang. The microlearning-based teaching materials developed are podcasts and videos. The results showed that (1) the results of validation tests by material experts on video teaching materials and microlearning-based podcasts received a very high score of 81%, while the results of validation tests by media experts on video teaching materials received a very high score of 94%, and podcasts received a very high score of 96%; (2) the geography teachers’ responses to video teaching materials was very good with a score of 91.6%, and to podcast teaching materials were also very good with a score of 82.5%. While the responses of students to video teaching materials was very good with a score of 86.1%, and to podcast teaching materials were also very good with a score of 81.8%; (3) based on the results of the independent sample T-test, it is known that (a) there is an effect of using microlearning-based video teaching materials on students’ ecoliteracy, (b) there is no effect of using microlearning-based podcast teaching materials on students’ ecoliteracy, and (c) microlearning-based video teaching materials have higher effectiveness than microlearning-based podcast teaching materials in influencing students’ ecoliteracy.
The Mastery of The Teochew Dialect and Mandarin Chinese of Chinese Youths
Full text linkThis research aimed to determine the mastery of Teochew and Mandarin Chinese among Chinese youths in Pontianak. This research employed a descriptive method with questionnaires as data collection tools. The research participants were students from four senior high and vocational high schools in Pontianak. In learning a language, it is necessary to master four language skills. They are listening, speaking, reading, and writing skills. In terms of listening skills, respondents with the highest percentage (39%) were the respondents who understood the Teochew dialect fluently, and the highest (54%) were respondents who understood Mandarin Chinese little fluently (54%). In speaking skills, respondents with the highest percentage (32%) were respondents who spoke the Teochew dialect fluently, and the highest (54%) were respondents who spoke Mandarin Chinese little fluently. In reading skills, respondents with the highest percentage (27%) were those who read the Teochew dialect fluently, and the highest (46%) were respondents who were a little fluent in Mandarin Chinese. In writing skills, respondents with the highest percentage (25%) were those who wrote the Teochew dialect quite fluently, and the highest (50%) were respondents who were a little fluent in writing Mandarin Chinese. From the research, the researcher concluded that overall, the Chinese youths were more proficient in the Teochew dialect than Mandarin Chinese