Dissertations / Theses: 'Indonesian teachers'

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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.

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Sari, F. "An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36302.

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The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching practicum. The study is within an Interpretive paradigm and utilizes a case study approach. Methods of data collection included classroom observation and semi-structured interviews. The findings showed that trainee teachers' learning experience significantly influenced their beliefs and governed their teaching. Some of the trainee teachers' beliefs were clearly manifested in their actual teaching (e.g. using explicit approaches particularly in teaching grammar). Other beliefs (e.g. creating interactive classroom activities) were not demonstrated. Several intrinsic factors such as trainee teachers' English proficiency level and confidence, and extrinsic factors such as large class size and students' responses were found to affect the relationship between trainee teachers' beliefs and practice. Most of their beliefs (e.g. learners' language knowledge as the key factor to communicate in English) remained unchanged after the practicum. Other beliefs, such as the need to use English and BI proportionally were not enacted in their teaching practice during the classroom observations. This study provides important implications for initial English language teacher education programmes, teacher professional development and for the field of teacher cognition and WTC.

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Mailizar, Mailizar. "Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/424734/.

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Countries around the globe see Information and Communication Technology (ICT) as a potential tool for enhancing education. Indonesia, like many other countries, is keen to integrate this technology in the classroom. The aims of this study were to investigate Indonesian teachers’ knowledge and practices in the use of ICT in secondary mathematics classrooms as well as to examine the relationship between teachers’ knowledge and their classroom practices. In addition, this study sought to reveal barriers faced by teachers to using ICT in their classrooms. The study employed a mixed methods approach whereby both quantitative and qualitative approaches for the data collection were undertaken sequentially. It was conducted in one of Indonesia’s provinces, Aceh province; 341 secondary mathematics teachers participated in the quantitative phase, and 10 of them participated in the qualitative phase. The findings showed that Indonesian secondary mathematics teachers had largely inadequate knowledge of both ICT and ICT use in teaching. In total, 67% of the teachers had used ICT at least once in their teaching, and the most common use of hardware was computers/laptops while in terms of software the teachers used general software more frequently than they used mathematical software. In addition, the teachers commonly used the digital tools to do arithmetic, draw graphs, present contents of mathematics and give classroom instructions. Finally, teachers had not yet achieved a high level of ICT use as most of them still used it for an established form of classroom practices. The findings of the study revealed a significantly positive correlation between teachers’ knowledge and their classroom practices in ICT use. Moreover, the correlation between teachers’ knowledge of ICT use in teaching and their classroom practices was stronger than the correlation between teachers’ knowledge of ICT and their classroom practices. The qualitative findings provided deeper insights showing that the relationship between teachers’ knowledge of ICT and classroom practices appeared at the subject level and the task level while the relationship between teachers’ knowledge of ICT use in teaching and classroom practices appeared at the classroom level, the subject level and the task level. Finally, based on the findings, the study suggested that Indonesian secondary mathematics teachers need to improve knowledge of both ICT and ICT use in teaching. In addition, teachers as well as policymakers should overcome the main barriers to ICT integration, namely teachers’ lack of time to prepare ICT-based lessons, teachers’ lack of confidence, and the assessment of students not being in line with the integration of ICT, in order to enhance the integration of ICT in Indonesian secondary mathematics classrooms.

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Zulkardi. "Developing a learning environment on realistic mathematics education for Indonesian student teachers." Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58718.

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Fitriyah, Siti. "Experiencing policy change and reversal : Indonesian teachers and the language of instruction." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/experiencing-policy-change-and-reversal-indonesian-teachers-and-the-language-of-instruction(3bc847fd-2494-4e7c-b6df-8495fbfc4ecd).html.

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As set in the Indonesian context of changing policies regarding the language of instruction in a particular stream of public schools, known as the International Standard Schools (ISSs), the study reported in this thesis explored the experiences of Science and Mathematics teachers regarding the introduction, implementation, and reversal of the use of English as the medium of instruction (EMI). Through this study, I aimed to develop insights with regard to teachers' experiences of educational language policy change and reversal. A qualitative, narrative-based approach to the study was adopted. I sought to attend to the meanings that seven Science and Mathematics teachers attributed - through their narration with me - to their experiences of the language of instruction policy change and reversal. A broader context for their meaning-making narratives was gained from the narrativised experiences of one curriculum leader and one teacher trainer. The narrations took place in the participants' preferred language of Bahasa Indonesia with a mixture of some vernacular languages, and, having restoried their narrations into reader friendly texts in the original language(s), I then analysed them from holistic and categorical content perspectives. Next, as informed by this analysis and my reflexively-surfaced understandings of this context, I explored the influences that may have shaped the teachers' experiences. This study identified main patterns in the teacher experiences of change, namely: i) a willingness to embrace change - struggle - fulfilment - disappointment; ii) a willingness to embrace change - excitement - fulfilment - disappointment; and iii) a resistance to change- struggle - fulfilment - relief. There were both internal and external shaping influences on these patterns. Such internal influences include teachers': i) language confidence; ii) perceptions of EMI, and iii) stage of career. These internal influences may have shaped teachers' willingness either to make the most of their involvement in the programme or to simply be part of the programme without many expectations. Possible external shaping influences include: i) societal perceptions of EMI; ii) support from school and government; iii) opportunities to interact with other teachers; and iv) support from colleagues. These external influences seemed to have created an environment which either facilitated or hindered the teachers' performance as EMI teachers and their continuing development for and through the EMI programme. My study also identified three stages of experiences of reversal, i.e.: Stage One - turbulence, intense-emotions, and feelings of nostalgia; Stage Two - readjustments; and Stage Three - acceptance and adaptation. The teachers who responded negatively towards the reversal tended to experience all the three stages. Meanwile, those who were relieved by the reversal directly moved to Stage Three: acceptance and adaptation, without experiencing Stage One and Stage Two. My study has implications for how educational language policy change and reversal may be addressed in countries with a complex linguistic landscape, e.g. Indonesia. It also offers some suggestions for policy makers and teacher educators regarding teachers' experiences and needs when potentially reversing existing or introducing a new educational language policy.

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Diem, Chuzaimah Dahlan. "The relationships among teacher self-concept, multicultural education, and effectiveness in teaching reading as perceived by American and Indonesian teachers." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558377.

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The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha level of .05.Findings1. Self-Concept was significantly related to all four factors of Self-Effectiveness for both samples.2. Subsets of the seven factors of Multicultural Education were found to significantly increase the explained variation for three factors of Self-Effectiveness for both samples.The combination of Self-Concept and Multicultural Education: Expectations and Responses increased the variation for three factors for Self-Effectiveness: Teacher as Person, Teacher-Learner Relationship, and Instructional Methods/Materials for the American sample. For the Indonesian sample, the addition of two factors for Multicultural Education: Awareness and Curriculum Instruction to Self-Concept increased the variation for two factors for Self-Effectiveness: Teacher as Person and Teacher-Learner Relationship. In the same sample, the combination of Self Concept and Multicultural Education: Awareness alone increased the variation for Self-Effectiveness: Teacher as a Classroom Manager. Because differences existed between the two samples with regard to variables that added significantly to the prediction model, possible explanations are provided.Conclusions and RecommendationsTeacher effectiveness can be partially explained by either Self-Concept alone or the combination of Self Concept and Multicultural Education dimensions. Findings suggest that attempts within teacher education programs for both countries should be made toimprove the teacher Self-Concept and to develop a better understanding of Multicultural Education.
Department of Elementary Education

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Hananto and n/a. "An analysis of CALL and implications for Indonesia." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060720.121226.

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Computers have begun to be exploited for English teaching purposes by some Indonesian teachers. Unfortunately, the potential of the computer is not fully realized. There is also a danger that the computer is misused. For example, the computer use is limited to delivering exclusively dri11-and-practice exercises. It is, therefore, very essential for Indonesian EFL teachers to explore avenues for improving the computer use. The aim of this study is explore how CALL (Computer Assisted Language Learning) is used in the ACT in order to encourage and improve the use of CALL in relation to English teaching in Indonesia. In this study, the different theories of CALL are reviewed. This is followed by a description of how CALL is utilized in the ACT. This CALL survey is offered as a model for comparison. Since CALL is still considered a controversial issue, students' and teachers' attitudes toward CALL are also investigated. Finally, implications and suggestions are put forward for Indonesian EFL teachers and educational authorities. Important insights from the survey are emphasized. Necessary information which was not found in the survey, such as the latest developments in CALL, is included.

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Esomar, Johannes. "Social studies in Indonesian secondary schools and the preparation of social studies teachers : perceptions of teacher educators of ten state teacher education institutes (IKIPs) /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114164.

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Durriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.

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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

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Matram, Zaura Anggraeni. "Development of a system for monitoring the performance of Indonesian school teachers and village health workers in the provision of selected dental services." Adelaide, 1986. http://web4.library.adelaide.edu.au/theses/09DM/09dmm433.pdf.

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Pujiastuti, Sri Indah [Verfasser], and Manfred [Akademischer Betreuer] Holodynski. "Socializing moral in preschoolers : a cross-cultural comparison between German and Indonesian preschool teachers in urban contexts / Sri Indah Pujiastuti ; Betreuer: Manfred Holodynski." Münster : Universitäts- und Landesbibliothek Münster, 2020. http://d-nb.info/1204999805/34.

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Kuncoro, Andreas. "Employing Quality Management Principles to Improve the Performance of Educational Systems: An Empirical Study of the Effect of ISO 9001 Standard on Teachers and Administrators Performance in the Indonesian Vocational Education System." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5966.

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ISO 9001 has been world widely implemented in both manufacturing and service organizations. A lot of studies have been conducted to investigate the effects of ISO 9001 implementation on the performance of these organizations. Most of these studies show that ISO 9001 implementation realized positive operational improvements and financial success. Building on the merits of successful implementation of ISO 9001 quality management system in manufacturing and service, educational institutions have been attempted to adopt it in their operations. Even though there are studies relating ISO implementation to education, no research has been done to investigate the effects of ISO 9001 at the individual level. The objective of this research is to investigate the effects of ISO 9001 quality management implementation on the performance of administrators and teachers. The Indonesian vocational education system is selected as a case example as there is a significant number of such institutions in Indonesia that attempt to achieve ISO certification and there is a national need to improve the performance of vocational education. It is a challenge to assess objectively the degree of ISO 9001 implementation in this specific educational context because of the size and diversity. This study relies on survey that measures the respondents' perception. Hence, this study applies a self-reported survey based performance measurement. The questionnaires are developed based on extensive literature review. Partial Least Squares Structural Equation Modeling (PLSSEM) has been used to examine the relationships between the different elements of quality management systems, quality culture; administrator and teacher performances. The study is able to examine multiple interrelated dependence and subsequent relationships simultaneously among examined factors such as teacher and administrator performance, existing quality culture and ISO principles; and to incorporate variables that cannot be directly measured, such as leadership, for example. The findings of this study show that ISO 9001 implementation has positive significant effect on the performance of the vocational school administrator and teacher. The study also identifies key influencing elements of the ISO quality management system and examines their direct and indirect relationships with teacher and administrator performances. This study is expected to improve the current practices in implementing ISO and quality culture in any educational settings, specifically in the case of vocational educational system.
Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering

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Siahaan, Rosemary, and n/a. "Teachers' perceptions of the communicative language teaching approach in a teacher training program in Indonesia." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061108.154518.

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This study investigated the perceptions of teachers of the Junior High and the Senior High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province, Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers, twehty SHS teachers, four headmasters and two supervisors. Three instruments: questionnaire, interview and field study were employed to collect the data. Interviews and field study were carried out by the researcher in Indonesia. Spearman's rho was used to correlate answers about teaching principles of CLT and chi-square tests were used to examine responses on the relevance of subjects and the influence of the course on professional knowledge and teaching skills. The participants' opinion on the most and the least useful units was discussed based on the calculated frequency. The problems faced by the participants in implementing CLT were analyzed. The benefits of CLT were analysed and categorized into positive and negative points. Results indicated that both teaching levels have positive perceptions on CLT. Both groups showed an overall similarity in problems faced in their teaching, on the usefulness and the relevance of units presented in the Teacher Training despite some minor differences. It is argued that it is necessary for the teachers to give consideration to the teaching of vocabulary. It is also desirable to train the teachers to design tests which are valid and reliable.

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Jama, Jalius. "The identification of student teacher competencies in Vocational and Technical Teacher College in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166.

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Kurniawan, D. (Dody). "Early career teacher resilience:a narrative inquiry into first year teaching experiences of high school teachers in Indonesia." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252144.

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Abstract. Based on the teachers’ stories, this study focuses on lived experiences of early career teachers who teach at the high school level in Indonesia. It aims to understand what the teachers tell about their first-year teaching experiences, and to identify how resilience appears in their stories. Teacher resilience is related to the capacity to live through and surmount the inevitable challenges in the realities of teaching. It is understood that the development of teacher resilience is not only about the internal process, but also the teachers’ interaction with their social environment. The methodology of this study employs the principles of narrative inquiry with four early career teachers from Indonesia as the participants. When this study was conducted, all of them were in their second year of teaching, and the stories of their first-year experiences were the subject of inquiry. The data collection methods included the line drawing to depict teachers’ chronological lived experiences, and the narrative interviews to get teachers’ stories. Afterward, the analysis of narrative was applied to the four stories which yielded themes that appeared across the stories. The findings of this study consist of seven themes discussing the teachers’ stories that lead them to resilience. Those themes are: encountering inevitable circumstances; enduring physical and emotional pressure; interacting with empathetic and supportive relationships; undergoing self-reflection that uncovers value and purpose for being a teacher; formulating strategy to overcome adversity; experiencing stronger self after going through adversity; and receiving acknowledgement from students who conceded experiencing positive transformation upon interacting with the teachers. Also, the resilience of the teachers appeared in their stories as a process. This process was demonstrated in expressing emotions, self-reflection and formulating a strategy to overcome adversity. By going through this process, outcomes such as high self-efficacy, and a capacity to manage emotions and alternate their thoughts about adversity were seen in the teachers’ stories. Teachers’ resilience is not static and fixed at a point. It develops over time as teachers surmount challenges. Thus, it is recommendable that teachers are aware of their values, thoughts, purpose, and connections with others, especially when they are in the face of adversities.

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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

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Agamuddin. "Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.

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Mainake, Eugenie. "ANALYZING EFL TEACHERS’ TECHNOLOGY PREPAREDNESS TO PROMOTE CALL IN INDONESIA." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2718.

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In recent decades, technology has played a significant role in English language teaching. Current Indonesian policies in education encourage teachers to integrate technology into teaching and learning activities to bolster the effectiveness and efficiency of their teaching practice (Ministry of National Education Indonesia, 2013). Previous studies found that various technology-based pedagogies yielded rewarding results for learners’ language skills in Indonesia, yet teachers report a lack of skills and knowledge necessary for CALL (Computer Assisted Language Learning) integration (Cahyani & Cahyono, 2012; Ridwan, 2017). There are, however, limited studies examining teachers’ readiness and skills to implement technology use in their classroom instructions. Therefore, the present study investigates teachers’ technological skills to implement CALL-based English as Foreign Language (EFL) instructions, particularly in Maluku, Indonesia using the TPACK (Technology, Pedagogy, and Content Knowledge) Framework (Koehler & Mishra, 2006). EFL high school teachers (N=43) from Maluku, Indonesia participated in the study. The data were collected using an online TPACK survey (Schmidt et al, 2009; Sahin, 2011) and follow-up interviews (Nila, 2013). The teachers showed interest and awareness of the use of technology to facilitate efficient and effective EFL instruction. The majority of participants demonstrated their perceived understanding of utilizing and combining technology with their pedagogical practices. Further, the interviews uncovered the fact that a handful of technology tools were already employed to improve students’ practice of English inside and beyond classrooms. These findings shed light on the reality that Indonesian EFL teachers are prepared to enact CALL. Nevertheless, participants encountered challenges for effective enactment of CALL-based EFL instruction such as a lack of CALL training and accessible technology to facilitate learning. The findings then suggest a need for training modules for technology incorporation in ELT, quality school facilities, and assistance in developing technology based EFL teaching.

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Gaylord, Wendy A. "Reformasi and teachers' implementation of civic education in West Sumatra, Indonesia." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344624.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership & Policy Studies, 2008.
Title from PDF t.p. (viewed on Oct 30, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0527. Adviser: Margaret Sutton.

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Irianto, Bambang. "An investigation of current problems facing the Science Teachers' Development and Training Centre in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13035.

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The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++
were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.

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Ernawati, Asih. "Understanding Elementary Teachers' Perceptions toward the National Examination in Purwokerto, Central Java, Indonesia." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1435665955.

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Aliasar, A. "The extent to which selected adult learning principles were used by the faculty members of the College of Education of the Institute of Teacher Training and Education-Padang." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/570952.

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The main purposes of this study were to learn how frequently the faculty members of the College of Education used selected adult learning principles in teaching and how aware their students were of being taught with those principles. Five principles of adult learning were measured: (1) using the experiences of learners in teaching, (2) allowing for individual differences, (3) allowing for different teaching and learning styles, (4) guidance toward self-directed learning, and (5) providing evaluation/feedback.Respondents of this study consisted of all faculty members (the number was 82) and 160 students. Data were collected by using two six-point scale instruments.Findings1. Responses of the faculty members classified by departmental membership, sex, age, years of teaching experience, civil service grade, and language used at home, how frequently they used the five selected adult learning principles were almost the same in all classifications, except the responses of the faculty members who spoke in the Indonesian language in their use of the principle of using the experiences of learners in teaching. 2. Responses of the students classified by departmental major, sex, years of study, and part-time and full-time status about how frequently their teachers used the five selected adult learning principles indicated almost the same percentages among sub-classifications.3. Faculty members' reports were higher or "different" from students' reports about using the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback. Faculty members' reports were "almost the same" as students' reports about using the principles of (1) allowing for individual differences, (2) allowing for different teaching and learning styles, and (3) guidance toward self-directed learning.Conclusions1. Seemingly, classification by department, sex, age, years of teaching experience, civil service grade, and language used at home did not influence how frequently the five selected adult learning principles were used by the faculty members, except in their use of the principle of using the experiences of learners in teaching by the faculty members who spoke the Indonesian language.2. Seemingly, classification by department, sex, years of study, and part-time and full-time status did not influence how frequently students reported being taught using the five selected adult learning principles.3. Faculty members reported use of the five selected adult learning principles were almost the same as students' reported experiences of being taught with those principles, with the exception of the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback, which were higher than students' reports.
Center for Lifelong Education

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Hadi, Sutarto. "Effective teacher professional development for the implementation of realistic mathematics education in Indonesia." Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58708.

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Noel, Brett Riley. "Conflict Resolution Education in Indonesia: Mapping Adaptations and Meanings." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1216822963.

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Suyuthie, Helmi. "The attitudes of General Senior High School teachers toward career guidance programs in Bengkulu Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158986.

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Ariyanto, Sugeng. "An applied linguistic analysis of EFL teacher trainees' communicative competence in Jember, Indonesia /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09ARM/09arma718.pdf.

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Hermintati, Tuti, and n/a. "Participation in decision making and its relationship to organizational health : teachers' perception of the levels of participation in decision making and its relationship to the levels of organizational health, in a Catholic school in Yogyakarta, Indonesia." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060720.162000.

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This research studied the relationship between the levels of Participation in Decision Making and the levels of Organizational Health. In collecting the information, thirty four full-time teachers in a Catholic school in Yogyakarta Indonesia are asked to evaluate the levels of participation they actually have experienced. The gap between the levels of participation they wanted and the levels of participation they actually have experienced express their levels of satisfaction to their levels of participation. Moreover, the teacher respondents are also asked to evaluate the levels of Organizational Health they perceived. The result of the study show that the levels of participation, both teachers' desired participation and actual participation are not always significantly correlated to the levels of Organizational Health they perceive. Such significant relationship between the levels of participation and the levels of Organizational Health only occur in some areas of decision making and some dimensions of Organizational Health. In addition, satisfied teachers and dissatisfied teachers are not always different in their perception of the levels of Organizational Health. Such significant differences only occur in some areas for decision making and some dimensions of Organizational Health.

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Putra, Anak Agung Made Sastrawan. "Evaluating the effect of face-to-face tutoring on in-service teacher trainee performance at the Indonesia Open University." Thesis, The Florida State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596567.

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The Indonesia Open University (Universitas Terbuka or UT) face-to-face tutoring program for in-service teacher training is intended to improve teacher trainees' course completion rates. The university has attempted to intensify trainees' motivation to participate in the tutoring by increasing the contribution of tutorial performance to the final course grade. Very few studies have been conducted to find evidence that the tutoring program is positively associated with the learning outcomes of the trainees. The purpose of the study is to evaluate the fidelity and quality of the implementation of the tutoring program, assessing the effect of success in the program on students' results in the final course examination, and estimating the relationship of key tutor characteristics with these outcomes.

This study employed both quantitative and qualitative approaches. Information on program implementation was largely observational or interview-based and data on program results consists of the teacher trainees' test scores on tutorial and final examination. Finally, overall joint analysis of these bodies of data is undertaken on the basis of the results of telephone interviews with the key stakeholders and their interpretation of the quantitative data. The study was conducted at the UT regional center of Serang involving teacher trainees, tutors, and the center administrators as interviewees and four sample courses related to Social Sciences, Mathematics, Sciences and Indonesian.

Findings of the study suggested that the center has implemented the tutoring program with relatively high fidelity. However, these results were not strongly associated with trainee achievement on the final exams, in other words the quality of the tutoring program was low. There is a substantial difference between the average of trainees' tutorial scores and that of the final examination results. The correlation between the trainees' tutorial results and their final exam scores is very small but positive and significant in overall sampled courses. Partial correlation analysis between tutors' specific characteristics shows that the association of trainees' tutorial scores and final exam results is significant in the group of trainees guided by tutors holding a Master's degree and in those instructed by university affiliated tutors. The mean difference analysis between groups defined by tutor characteristics showed that the trainees guided by tutors with a Master's degree did substantially and significantly better than those instructed by tutors with only a Bachelor's degree, but there is no significant difference between the groups defined by tutors' professional affiliations.

The local key stake holders interpreted that different characteristics and scoring systems between both assessments may contribute to the weak correlation between tutorial score and final exam results. Tutors and the Center Administrator added that lack of trainees' preparation and poor reading habits may be factors correlated to the trainees' low average on the final exam. There is an indication that the heavy weighting of the tutorial's as part of the final grade contributes to the trainees less intensive preparation for the final exam. Interpreting the impact of tutors' specific characteristics on trainees' final exam achievement, almost all interviewees agreed that tutors with a Master's degree have better knowledge and teaching experience. The trainees were not concerned with their tutor's professional affiliation as long as the tutors had mastery of the course contents, good teaching methods, and could motivate trainees to study. The center administrator expressed that no significant impact of tutors hired from the university and those recruited amongst secondary school teachers was a result of strict recruitment and continuous tutor performance monitoring and evaluation.

Based on the findings, I recommend that UT revisit the proportional contribution of the tutorial score to the trainee's final grade. I also recommended that in hiring new tutors, candidate with a Master's degree educational level or higher should be given priority. Recruiting tutors amongst secondary school teachers should continue as long as continuous and rigorous selection and performance evaluations are conducted.

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Hidayah, Rachmadya Nur. "Impact of the national medical licensing examination in Indonesia : perspectives from students, teachers, and medical schools." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20215/.

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Introduction: The national examination has been increasingly used worldwide for both licensing and certification purposes. In Indonesia, the national licensing examination (NLE) was implemented in 2007 where it serves as a method of quality assurance for both graduates’ competence and medical schools. Indonesia is a developing country which heightens the impact of introducing the NLE. The high cost and resource intensive demands of the NLE are proportionally higher than they would be for Western countries. This adds to the already high stakes nature of the examination for all stakeholders. Consequently, since its implementation, there have been changes in medical education systems and medical schools. However, the research on how the NLE affects medical education is limited. The aim of this study was to understand the consequences of the introduction of the NLE on Indonesian medical education as perceived by three groups of stakeholders: medical schools, teachers, and students. Methods: This study was a qualitative study using a modified grounded theory approach to understand the consequences of NLE from multiple stakeholders’ perspectives. A sampling framework was designed to capture important characteristics of Indonesian medical schools based on region, accreditation status, and ownership (public/ private). Interviews were conducted with 18 medical schools’ representatives (vice deans/programme directors), while focus groups were conducted with teachers and students from 6 medical schools. The interviews and focus groups were audio-recorded and transcribed. Data was analysed in a rigorous method using open coding and thematic analysis to generate cross-cutting themes and concepts. Results: This study looked at the intended and unintended consequences of the NLE, which strongly related to the context in Indonesia. Intended consequences were mostly related to the intended outcome of the NLE: achieving a common standard for education, improvement in education practice (including curricula, assessment, and faculty development), improvement learning resources and facilities, which were prominent in new and private schools. Unintended consequences were related to the competition led by the NLE, collaboration, financial impact, and students’ failure. This study revealed cross-cutting themes such as diversity in a rich context of education, the coopetition, and the concept of patient safety in Indonesia. Discussion The current literature on the impact of NLEs were limited to developed countries and Western medical education system. The discourse was mostly based on opinion rather than evidence. This is the first study exploring the impact of the NLE in a developing country and ASEAN network. Some findings on the intended consequences of the NLE confirmed the literature, while some others were a contrast. Indonesia’s unique context as a developing country in Southeast Asia, made it possible for the NLE to create competition leading to collaboration between medical schools and stake holders. This was best explained by the concept of coopetition, which enabled medical schools to overcome challenges, make changes, and improve their quality. This study offers new evidence on how the NLE holds significant role in the improvement of medical education. Conclusion: Context matters in the discourse of the NLE. This study demonstrates a novel approach to sampling and analysis of the NLE’s impact. The evaluation of the NLE needs to consider the importance of understanding local factors and consequences. New insights were added to the literature on how the coopetition acts as a key for the impact of the NLE. Moving forward, the future of the NLE is expected to hold an important role in the development of medical education in Indonesia. This study opens opportunities for other area of research, mainly on the impact of the NLE on patient safety, collaboration of stake holders, and students’ failure.

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Adnyani, Desak Putu Deni Putri. "Professional Development for Pre-service Teacher : A Case Study of Professional Development Program for Pre-service Teacher in State University in Central Indonesia." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117800.

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The present study was a case study which aimed at exploring pre-service teachers’ perceptions of PPG-SM3T program for their professional development. PPG-SM3T program is a professional development program for pre-service teacher in Indonesia. Research design of this study was quantitative design and used convenience sampling. The sample was 60 pre-service teachers who graduated from PPG-SM3T program in a state university in central Indonesia. Instrument used to collect data for the present study was questionnaire and analysis consisted of Principal Component Analysis, Reliability test, and Exploratory Data Analysis were done in order to analyse the data. From the results of analysis, it was found that generally pre-service teachers who took PPG-SM3T program in the mentioned university response positively toward the program. It was found to be very effective for most of them as a preparation to be professional teachers. Workshop and field teaching practice were two features in the program that particularly helpful to prepare them to be professional teacher. However, it was also found that more supervision is needed for pre-service teacher during the program as well as non-teaching activities. Some specific cases also need to be considered for future improvement.

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Suwarno, Rumtini. "Aligning Instructional Practices with Content Standards in Junior Secondary Schools in Indonesia." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2719.

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This study examined the degree of alignment between instructional practices and national curriculum standards, which may vary as a function of teacher characteristics. Using self-reports from teachers about their experiences teaching the national curriculum standards, the study explored three aspects of the alignments: (1) topic coverage, (2) level of difficulty for teachers to teach, and (3) level of difficulty for students to learn. While topic coverage is determined by the percentage of the national curriculum standards topics taught during the year of 2008-2009, the level of teacher difficulty to teach and the level of student difficulty to learn are assessed using a scale from 1 (very easy) to 4 (very difficult). I used mixed multilevel regression analyses to examine the relationships between alignments and teacher characteristics. The study involved 501 junior secondary school teachers from three western provinces in Indonesia (Lampung, Jakarta, and East Java) who teach the following nationally-assessed subjects: Indonesian, English, science, and mathematics. The findings showed that the majority of teachers taught 100% of the topics that were outlined in the national curriculum standards. Teachers generally found the topics easy to teach; however, students had some difficulty understanding the topics. In terms of the relationships of alignments with teacher characteristics, the findings suggested that these relationships varied. Theoretically, this research provides two contributions. First, lacking research in the area of curriculum standards and classroom instruction as mediator of student competencies, the findings of this study make an important contribution to the current research of the standards-based education system. Second, predicting alignments as a function of teacher characteristics in this study contributes to the theoretical discussion of teacher characteristics. As practical implications, the low level of the students' understanding required by the national standards is a problem that requires great concern from the government at all levels. Regarding topics, there is an urgent need to identify the specific topics that teachers think are difficult for the students to understand.

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Lubis, Syahron. "Attitude toward the teaching profession of students of the Vocational and Technical Teacher Education College, Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758760413169.

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Sarbiran. "The relationship between job morale of technical teachers and their perceptions of the senior high technical school in Yogyakarta, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702990187.

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Sukardi. "An analysis of inservice training for vocational-technical teachers at the secondary level in the special province of Yogyakarta Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158574.

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Saputro, Soenarto. "Educational evaluation : a followup study of the graduates of technical/vocational teacher education of FPTK-IKIP Yogyakarta in Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu14875876041334.

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Yee, Kaily. "Head of the class exploring the link between teacher quality, instructional practice, and student outcomes in Indonesia, Malaysia, and the Philippines /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4140.

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Safrina, Rien. "THE IMPLEMENTATION OF CULTURALLY RELEVANT PEDAGOGY THROUGH MUSIC EDUCATION COURSE: A SELF-STUDY IN PRE-SERVICE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM IN INDONESIA." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385851709.

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Sa'ud, Udin Syaefudin. "The development and management of a course on an integrated curriculum approach for pre-service elementary teachers : a case study at the Institute of Teaching and Educational Sciences (IKIP) Bandung, West Java, Indonesia /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771429.

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40

Widjaja, Wanty. "Local instruction theory on decimals: The case of Indonesian pre-service teachers." 2008. http://repository.unimelb.edu.au/10187/2451.

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This thesis reports on an empirical study in developing an instructional sequence on decimals to promote Indonesian pre-service teachers’ content and pedagogical content knowledge on decimals. The study was situated in the context of the current reform effort in adapting Realistic Mathematics Education (RME) theory and looked into the role and issues of incorporating RME tenets into the design of activities for teacher education in Indonesia. The study was carried out in two cycles of teaching experiments involving 258 preservice primary and secondary teachers in one particular teacher training institute in Indonesia using Design Research methodology. After the first cycle of 4 lessons, activities and test items were refined for trialling with a new cohort in the following year. Findings from the two cycles signified the importance of revisiting and improving pre-service teachers’ content and pedagogical content knowledge of decimals. This study found that pre-service teachers’ knowledge on decimals were characterised as fragmented, with strong reliance on rules without understanding, and strong association with fractions. Pre-service teachers in both cycles made substantial improvement in both content and pedagogical content knowledge and they gained their first experiences of working with physical models and working in groups with class discussion. The nature of pre-service teachers’ knowledge of decimals highlighted a challenge in attending to the guided reinvention tenet of RME.

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Idris, Khairiani, and 伊凱蒂. "Opportunity to Learn Data Distribution through Reading Statistics Texts Written in English as a Second Language for Indonesian Pre-Service English as a Foreign Language Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3hdq96.

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博士
國立臺灣師範大學
數學系
106
The ability to understand statistical information written in English is prominent given the global status of English and the importance of statistics to understand data, variation and chance which are omnipresent in modern life. Furthermore, college students might need to read and understand statistical results of research in their field of study, while English continues to be the preferred language of scientific communication in most published articles. The main purpose of this research was to investigate the issue concerning the opportunities of learning through reading statistics texts written in English as a second language for Indonesian pre-service English as a Foreign Language (EFL) teachers by taking two components of reading, i.e., reader and text, and the interaction between the two. Accordingly, three studies were compiled to reach the purpose. Initially, Indonesian pre-service EFL teachers’ views on statistics were explored in study one, which involved their values on the learning and conceptions of statistics. Study two concerned on statistics text, in which a framework for analyzing the accessibility of statistics text was developed and subsequently utilized to analyze two versions of college statistics textbooks. By taking the components under one of the accessibility attributes proposed in study two, i.e., the integration of verbal and visual information, six versions of statistics reading materials were designed. Subsequently, study three explored the relationships between different versions of statistics reading materials and students’ reading comprehension. Findings from study one revealed that almost all Indonesian pre-service EFL teachers in this study acknowledged the utility of statistics, yet only 60% of them had a positive intrinsic value in learning the course. Conflicting beliefs expressed by both positive and negative intrinsic value were also found on some students. Meanwhile, three types of conceptions of meanings of data were found underlying the six categories and the three factors of conceptions of statistics: data as numerical numbers, data as numbers in problem contexts; data as information for investigation. Additionally, an instrument for measuring conceptions of statistics was developed and validated in this study. Findings from study two proposed five accessibility attributes of statistics texts, which might reveal not only the strengths and weakness of statistics texts for particular readers, but also to what extent the content knowledge of statistics is presented in the textbooks. The textbooks analysis conducted using the framework revealed several different characteristics between English and Indonesian version textbooks. Indonesian textbook more likely emphasizes on a knowledge-based view of statistics, in which statistical basic knowledge and data as numerical numbers with or without contexts are presented dominantly. English version presents both knowledge based and problem solving views of statistics and more dominantly addresses data as numbers in problem contexts or data as information for investigation. Findings from study three revealed that the verbal information in form of data scales provided on boxplot hinder students reading comprehension. Moreover, providing not scaled-labeled boxplots by sequencing the boxplot before the corresponding verbal information was more favorable for reading comprehension. The implications of the findings and further research were discussed.

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Florence and 羅頌惠. "The Role Identity of Indonesian Chinese preschool teacher in Medan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/45497576892613767495.

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"Reformasi and teachers' implementation of civic education in West Sumatra, Indonesia." INDIANA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3344624.

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Manik, Rista Heldina, and 麥瑞荷. "Indonesian Secondary School Teacher’s Perceptions on the Corporal Punishment and Alternative Disciplines." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/15573576050835628810.

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碩士
國立臺灣海洋大學
教育研究所
104
Corporal punishment is still polemic in the field of education, even in society. Some scholars said that corporal punishment should not be allowed anymore, while other said that it gives a good impact to treat the student to act discipline.It would be useful to explore the perceptions and concern of teachers on the issue of banning corporal punishment and alternative discipline. In this study, 173 questionnaires were collected and 10 interviews were executed. The participants are teachers of junior high school and senior high school in Indonesia. The main findings of this study is that most of the teachers understand and support the banning of corporal punishment in schools but there is a consideration for the alternative discipline to be applied as corporal punishment is not allowed. The different age of teachers presents different perception of the alternative discipline they should apply and about the effect of banning corporal punishment in schools. These concerns are specially related to the difficulty in disciplining students and in the same time, respecting human rights.

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WIJAYA, JESSY, and 黃美嬡. "Senior High School Teachers’ Attitude toward the Implementation of “Curriculum 2013”in Indonesia." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/38375903331413893313.

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碩士
台灣首府大學
教育研究所
104
Title of Thesis : Senior High School Teachers’ Attitude toward the Implementation of Curriculum 2013 in Indonesia Name of Institute : Graduate Institute of Education, Taiwan Shoufu University Graduate Date : June 2016 Degree Conferred : M.Ed. Name of Student : Jessy Wijaya Advisor : Jung-tsai Wang, Ed.D Abstract The main purpose of this study was to investigate Senior High School teachers’ attitude toward the implementation of Curriculum 2013 in Indonesia. How the teachers implemented Curriculum 2013, the differences between Curriculum 2013 and KTSP 2006 and the discrepancies between teachers’ curriculum implementation and the curriculum requirements were examined. A mixed method design combining a quantitative and a qualitative analysis was applied. The subjects for questionnaire survey of this study were 295 teachers (including administors) in 7 targeted government high schools and 1 targeted private high school in Asahan Regency, North Sumatera, Indonesia. Descriptive statistical analysis and MANOVAs were conducted to compare the differences in attitudes toward Curriculum 2013 between or among teachers of different demographic background. The participants for interview were 2 principals and 6 teachers in two targeted schools. The transcript of the interview was coded based on the “Coding System for Qualitative Data” (CSQD) developed by the researcher, documents of the syllabus of Curriculum 2013, the syllabus of KTSP 2006, teachers’ handbooks, and teachers’ lesson plans were also coded based on CSQD. The results were as follows: 1. Senior High School teachers possessed positive attitude toward the implementation of Curriculum 2013. Most of the teachers supported curriculum reform and considered that KTSP 2006 was insufficient to cope with the changing world. They agreed with the curriculum design of Curriculum 2013, including objective and competency defining, subjects programing, teaching hours assigning, teaching method and students assessment applying, etc. They satisfied with the effectiveness of the implementation of Curriculum 2013 and consented that Curriculum 2013 should be temporarily halted because the preparation was insufficient. They claimed that it should be implemented continually as soon as possible after it was modified. 2. There were differences in curriculum design, including objective and competency defining, subjects programing, teaching hours assigning, teaching method and students assessment applying, etc., between KTSP 2006 and Curriculum 2013. 3. There were no discrepancies between teachers’ implementation of Curriculum 2013 and the curriculum requirements. Teacher’s lesson plan was arranged in accordance with the direction of teacher’s handbook. They arranged the learning activity according to what was stated in handbook. Keywords : teachers’ attitude, curriculum reform, Curriculum 2013, KTSP 2006, Indonesia

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Damanik, Masnaria, and 丹利亞. "Attitudes of Primary School English Teachers towards Total Physical Response (TPR) Method in Indonesia." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/22f8hc.

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碩士
義守大學
應用英語學系
104
One’s attitudes can determine whether or not he is successful in doing his job. This case also applies to teachers. This research examined attitudes of primary school English teachers towards Total Physical Response (TPR) method by conducting quantitative and qualitative methods. The respondents filled a questionnaire based on three aspects (cognitive, affective, and behavioral) and then answered some interview questions for the last part of it. The results showed significant differences in both affective and behavioral component concerning the level of success in applying TPR method. We observed that the more positive feelings and behavior they had towards TPR, the stronger their success scores became. 60 % teachers are improvising teaching materials and 84 % teachers still use mother tongue in class. There were 52 % of respondents did not encounter problems in applying TPR and 48 % of them did. We also found that the most of the factor affecting the failure of teachers in applying TPR method are management control. It is hoped this study will provide schools principals, curriculum designer, supervisors, and teachers information for the improvement of learning, curriculum development at schools and improve teacher professionalism.

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PANGGABEAN, GANDA CHRISTIAN, and 潘家貝. "A Case Study of Teacher Leadership Styles in Teaching Indonesian Language and Culture to Taiwanese Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/669rfe.

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碩士
國立中正大學
教育領導與管理發展國際碩士學位學程
105
The study of leadership style has grown since the last 20 years (Judge & Piccolo, 2004). This is evidenced by the large number of researchers studying transactional and transformational leadership styles in different frameworks (Burns, 1978; Bass, 1985). Along with the growth of the study, the need to use Indonesian language has increased in Taiwan's universities and this required the appropriate teacher leadership style in order to bring the students understanding about Indonesian language and culture. This study aimed to investigate the teacher leadership styles and the language teaching methods that the team teachers (one instructor and two teaching assistants) used as a result of their collaboration in teaching Indonesian language and culture. The method used in this study was a qualitative case study using focus group discussion on the three teachers as the main participants, one-on-one interviews with four students, diaries, videotaped observations, students' feedback, and email interactions as the triangulated data. The results indicated that the three teachers tended to adopt a transformational leadership style more than a transactional style. They used an audio-lingual approach to second language teaching supplemented by communicative language teaching during classroom teaching. Even though the three teachers tended to have similar leadership style; however, there were several different behaviors when they communicated with each other in preparation for teaching. The instructor mostly led and guided the Indonesian teachers to do preparation for the class and for teaching methods and mostly considered the students’ needs. TA One actively responded to the instructor and TA Two’s emails and prioritized on planning. TA Two mostly complemented each decision between the team-members and enjoyed doing it. This study confirmed that the theories of transactional and transformational leadership could be found from the participants. It also confirmed that the use of audio-lingual methods for Indonesian course was effective. Finally, this research provides recommendations to university teachers in Taiwan who plan to offer an Indonesian language and culture course.

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Rumansjah, Wildafrina, and 羅漫亞偉大. "Relationships among Principals’ Leadership, School Climate and Teachers’ Job Satisfaction in Private Junior High Schools in Indonesia." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/ef932b.

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碩士
台灣首府大學
教育研究所
103
The main purpose of this study was to examine the relationships among principals’ leadership, school climate and teachers’ job satisfaction in private junior high schools in Indonesia. The subjects were 622 private junior high school teachers drawn from the population of all private junior high school teachers in Makassar City, Indonesia. The Principals’ Leadership Scale (PLS), the School Climate Scale (SCS) and the Job Satisfaction Scale (JSS) were conducted. The findings were as the following: 1. Principals of junior high schools demonstrated high frequencies in all aspects of leadership behaviors. There were differences in leadership behaviors demonstrated by principals of some different backgrounds. 2. Junior high school teachers perceived conducive school climate. There were no differences in school climate perceived by teachers of different backgrounds. 3. Junior high school teachers perceived high level of job satisfaction. There were differences in job satisfaction perceived by teachers of some different backgrounds. 4. There were significant correlations among principals’ leadership, school climate and teachers’ job satisfaction. Principals’ leadership had an indirect effect on teachers’ job satisfaction through the mediating influence of school climate. Keywords: principals’ leadership, school climate, job satisfaction, private junior high schools in Indonesia

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Muksidar, Ismia, and 穆圓圓. "The Relationships of Job Stress, Job Satisfaction and Organizational Commitment in Private Primary School Teachers in Indonesia." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/79192116744366738667.

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碩士
台灣首府大學
教育研究所
103
The main purpose of this study was to examine the relationships of job stress, job satisfaction and organizational commitment in private elementary school teachers in Indonesia. The subjects were 584 private elementary school teachers drawn from the population of all private elementary school teachers in Makassar City of Indonesia. The “Teachers Job Stress Scale” (TJSS), the “Teacher Job Satisfaction Scale” (TJSAS) and the “Organizational Commitment Scale” (OCS) were conducted. The findings were as follows: 1.Private primary school teachers of Makassar City in Indonesia perceived a below-average level of intensity of job stress. There were significant differences in level of intensity of job stress among teachers with some different personal background. 2.Private primary school teachers of Makassar City in Indonesia perceived an above-average level of intensity of job satisfaction. There were significant differences in level of intensity of job satisfaction among teachers with some different personal background. 3.Private primary school teachers of Makassar City in Indonesia perceived an above-average level of intensity of organizational commitment. There were significant differences in level of intensity of organizational commitment among teachers with some different personal background. 4.There were significant correlations among job stress, job satisfaction and organizational commitment in private primary school teachers of Makassar City in Indonesia. Job stress has an indirect influence on organization commitment through the mediating effect of job satisfaction in private primary school teachers.

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Dormer, Jan Edwards. "A perfect blend? : a study of coworker relationships between native English speaking and nonnative English speaking teachers in two school sites in Brazil and Indonesia /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442512&T=F.

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