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Gultom, Elida, e Nurhayana Nurhayana. "ANALISIS TINGKAT KEPUASAN MAHASISWA TERHADAP KINERJA DOSEN SEKOLAH TINGGI ILMU EKONOMI (STIE) DI WILAYAH KOTA PEKANBARU". Jurnal Daya Saing 4, n.º 3 (23 de novembro de 2018): 288–95. http://dx.doi.org/10.35446/dayasaing.v4i3.259.
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This study aims to find out how the level of student satisfaction on the performance of lecturers of the College of Economics (STIE) in the city of Pekanbaru. The population in this study were all students who were still active in lectures at the College of Economics in the city of Pekanbaru which consisted of 7 (seven) campuses of the College of Economics (STIE) with a total of 7,367 students. While the sample was taken as many as 500 respondents with sampling techniques using quota sampling and data analysis techniques used were descriptive analysis methods. Based on the results of the study, it was found that the level of student satisfaction on the performance of lecturers of the Economics College in the city of Pekanbaru, in terms of the pedagogic competence of the majority of 63.5% respondents expressed satisfaction with aspects of pedagogic competence. Judging from professional competence most of the respondents 62.3% expressed satisfaction with the aspect of professional competence. Judging from the personality competencies, most respondents 63.7% expressed satisfaction with the aspect of personality competence. And in terms of social competence most of the respondents, namely 59.80% expressed satisfaction with aspects of social competence.
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Anam, Khaerul, Gunawan Wiradharma, Nining Suryani e Raden Sudarwo. "Peran Kompetensi Guru terhadap Problem Solving Siswa". Journal of Education and Instruction (JOEAI) 4, n.º 2 (23 de dezembro de 2021): 364–72. http://dx.doi.org/10.31539/joeai.v4i2.2663.
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This study aims to determine the effect of teacher competence from four dimensions, namely pedagogic competence, professional competence, personality competence, and social competence on students' problem solving abilities. This type of research is a survey type quantitative research. The samples in this study were fourth grade elementary school students taken from three schools in the districts of West Lombok and Central Lombok. Data collection methods in this study used tests, questionnaires, unstructured interviews and documentation. The data obtained were then analyzed by simple linear regression to determine the extent of the influence of teacher competence on student problem solving. The results of this study indicate that pedagogic competence and social competence of teachers have a significant influence on student problem solving, while professional competence and personality competence do not have a significant effect. In conclusion, the role of teacher competence, namely pedagogic competence and social competence, has a significant aspect on students' problem solving abilities, although this effect does not apply in all schools, and teacher pedagogic competence on student problem solving, but does not occur in one school only.
Keywords: Teacher Competence, Problem Solving, Quantitative Survey
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Samokhvalova, Anna G., Kristina A. Yevstigneyeva e Anastasiya A. Krylova. "Preventing violence in school educational environment: cross-cultural aspect". Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, n.º 3 (2019): 24–31. http://dx.doi.org/10.34216/2073-1426-2019-25-3-24-31.
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The aim of the study was to identify and substantiate the psychological and pedagogic conditions for the prevention of violence in school educational environment based on analysis of regional specificities. Studying the characteristics of bullying in Kostroma schools using the Smob questionnaire and comparing with the results of Austrian and Moscow scholars showed that there are both universal tendencies in the manifestation of bullying, independent of gender, age, ethnicity, place of residence, and specific features characteristic of provincial region. As a result of the study, it was proved that the system of psychological and pedagogic conditions for the prevention of violence in school educational environment, on the one hand, is determined by the universal characteristics of the manifestation of violence and bullying, and on the other hand, should be aligned with regional specificities. The violence prevention programme in school e educational environment should be aimed at developing pupils' skills of constructive aggression management and is based on the principles of systematic diagnostic, correctional, preventive and developmental tasks; taking into account age-psychological and individual characteristics of pupils; the complexity of the methods of civilised psychological impact; active involvement of the nearest social environment; reliance on the events of school life.
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Al Farisi, Salman, Farid Wadjidi Ibrahim e Murniati (Unsyiah). "EFEKTIVITAS PROGRAM DIKLAT TEKNIS SUBTATNTIF DALAM MENINGKATKAN KINERJA GURU PENDIDIKAN AGAMA ISLAM DI ACEH". Jurnal Analisa Pemikiran Insaan Cendikia 5, n.º 2 (22 de novembro de 2022): 42–62. http://dx.doi.org/10.54583/apic.vol5.no2.67.
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Education and Training Center so that the results can provide a general picture regarding the effectiveness of the implementation of the training program. In addition, it is also hoped that the results of this research can be input and improved in the context of improving the implementation of similar training programs that will be implemented in the future. In particular, the focus of this research is directed at measuring the level of effectiveness in three aspects; reaction aspects, learning aspects, and aspects of potential changes in training participants' behavior related to aspects of teacher performance, pedagogic, social, professional, and personality competencies. This research method uses a quantitative approach and a descriptive evaluative method. A quantitative approach is used in collecting information and data needed in research. Then, the research findings are described and interpreted using a descriptive evaluative method. The results showed that the reaction aspect (level 1) of the training participants to the materials, facilities, and infrastructure of the education and training organizers, and Widyaiswara was included in the good category. However, there are still some improvements related to the level of difficulty of the training material, learning support media, and variations in the use of models and learning approach according to the characteristics of the material and problems. The learning aspect (level 2) based on the learning outcomes of the pre-test and post-test scores showed an increase in understanding of the material for the acquisition of an N-gain score of 0.51 in the medium category, while the skills and attitudes of the training participants during the training were in a good category. Potential aspects of behavior change (level 3) related to teacher performance in pedagogic, professional, personality, and social aspects were obtained in a category. However, the results of this study also show that there is still a low level of confidence in several indicators such as the indicator of utilizing ICT for the benefit of PAI learning development and taking reflective action to improve the quality of learning, developing and creatively guided learning materials and sustainably developing professionalism. through reflective action. The low behavior change in these indicators is due to the low understanding and skills of using ICT because they are not accustomed to using it, and the heavy workload of teachers is the reason for not having time to make self-development efforts.
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Prastowo, Andi. "PENGEMBANGAN MODEL KOMUNIKASI EDUKATIF REINVENTING SUBSCONCIOUS MIND (RESMI) UNTUK MADRASAH IBTIDAIYAH". ULUL ALBAB Jurnal Studi Islam 17, n.º 2 (31 de janeiro de 2017): 163. http://dx.doi.org/10.18860/ua.v17i2.3402.
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The effort to develop communicative competence of Madrasah Ibtidaiyah teachers in Indonesia is still low. It is shown from various upgrading programs for teacher’s professionalism and quality which rarely touch communicative competence aspect. However, government regulation on academic qualification standard and teacher competence stated that communicative competence becomes the bases of pedagogic, social, and professional competences, except personality competence. In addition, in teacher training institute the course on learning communication is not always given. While communication play an important role for effective learning process. This article presents the research of development of Fikih learning communications model in Madrasah Ibtidaiyah namely reinventing subconscious mind (RESMI). The result shows that its implementation improves the familiarity between teachers and pupils, learning enthusiasm, ability to memorize materials, and improve learning achievement.
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Suhaemi, Mimin Emi, e Nur Aedi. "A Management Strategy for the Improvement of Private Universities Lecturers’ Professional Competences". International Education Studies 8, n.º 12 (26 de novembro de 2015): 241. http://dx.doi.org/10.5539/ies.v8n12p241.
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<p class="apa">Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the professional competences of private university lecturers are still low. It has been established that the masterly of learning materials, the understanding of the pedagogic content and substance, and the use of appropriate teaching and learning methodologies are still low. Thus, the present study aimed to reveal, explain, and find a model of management which can better improve services in the private universities across Indonesia, especially, the improvement of lecturers’ professional competences. The research employed a descriptive-analytic method, which aimed to reveal current events that impact positively on the improvement of private university lecturers’ professional competences. This research, has revealed that the policies of lecturer planning and preparation by teacher training institutions are still weak and less concerned with the aspect of needs assessment or mapping; lecturer competence development has not been handled sufficiently thus, ignoring the stduents needs; the management strategy of lecturers’ competence improvement has not been well-coordinated; the management aspect as well as lecturer continuous professional development has failed to consider reward and punishment, hence affecting lecturer competences. In the effort for further clarification, SWOT analysis was applied which also revealed that among the factors supporting lecturer development was the high motivation and othe inner personal factors. This means there should be special strategies of management development that positively influence lecturer professional competences and quality.</p>
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Fitri, Fajar Laelatul. "Analisis Kritis Terhadap Kebijakan Standar Kompetensi Pendidik Dan Tenaga Kependidikan Di Lembaga Pendidikan Islam Swasta". Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam 2, n.º 2 (30 de março de 2023): 170–76. http://dx.doi.org/10.18860/rosikhun.v2i2.21914.
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One aspect that can be seen from the achievement of educational goals in Indonesia is the educators. If Islamic schools have competent educators, it will have implications for the intelligence of the nation with good intellectual abilities. This research aims to analyze the extent of the role of teacher competency standard policies so that the nation's goals can be achieved, therefore the creation of educator standards and education personnel in Islamic educational institutions. The research method used is a literature study by collecting various sources and literature related to the laws used by Islamic educational institutions in accordance with the problems studied. From the results of the analysis, 4 competency standards were obtained that are mandatory by educators, namely (1) social competence, (2) pedagogic competence, (3) professional competence, and (4) personality competence.
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Gold, Olga. "Aesthetic-cultural education of personality in the age of multiculturalism: social-philosophical aspect". Filosofiya osvity. Philosophy of Education 29, n.º 1 (21 de julho de 2023): 236–48. http://dx.doi.org/10.31874/2309-1606-2023-29-1-13.
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The article deals with the issue of aesthetic and cultural education in the age of multiculturalism, which is relevant for modern pedagogy. The connections between culture and education, the growth of the role of aesthetic and cultural education and the training of a future specialist are considered, according to which the emphasis is shifted from traditional pedagogy to the development of aesthetic and cultural education of a comprehensively developed personality. It is noted that modern pedagogy considers culture and aesthetics as an auxiliary means of influencing the student, as well as the formation of his aesthetic and cultural instructions. In the article, based on the study of aesthetic and cultural education of the individual in the modern age, it is carried out in the context of multiculturalism and the synthesis of approaches from the point of view of socialization and the transition of society from traditional to modern in the conditions of globalization/polyconfessionality/transformation and the peculiarities of education in conditions of war and in the period of aggravation of social confrontations - from the standpoint of resistance to attempts to change the world order by force in the conditions of the clash of barbarism and civilization. Aesthetic and cultural education in the age of multiculturalism can serve as an example of social and cultural support for the development of individual skills and competencies. Aesthetic education has been known since ancient times. Support for aesthetic development can be based on a system of activities aimed at the activity mediation of knowledge, which opens up the possibility of their transformation into skills, creating favorable conditions for the formation of relevant competencies. In the age of multiculturalism and globalization, values are changing in favor of world/ western/modern ones, which are based on the observance of laws as the basis of the social order and educate socially mature, morally prepared and patriotic members of society. It is summarized that numerous definitions of the concept of “multiculturalism” can be classified into: historical and social, which shows the presence of ethnic and religious diversification in society; culturally diverse – the presence of cultural and spiritual understanding of the individual; political and economic – as a dependence on the economic and social situation; pedagogic-social-state – as a program of education in the state; globalist – as interconnected with modern processes of societies and civilizations.
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Kurniati, Tuti. "Pengembangan Bahan Ajar Berbasis Instructional Approach Learning pada Mata Kuliah Kemampuan Dasar Mengajar Kimia". Jurnal Inovasi Pendidikan Kimia 16, n.º 1 (2 de janeiro de 2022): 16–21. http://dx.doi.org/10.15294/jipk.v16i1.29570.
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Teachers must have competency standards in carrying out their duties. The competencies that must be possessed by professional teachers are pedagogic competence, professional competence, personal competence and social competence. In order for students to master the four competence and basic skills of teaching it is necessary to develop modul materials based on instructional approach learning. The purpose of this research is to develop modul materials. Ths research following 3D model of Thiagarajan which consists of the definition stage, the design stage and the development stage. Â The result of the research shows are the validity of the material aspect is 97.5% and the media is 87.5% in valid criteria. Practicality based on the value of the student response questionnaire in the individual trial was 95.8% and the small group test wa 89.6% which was considered very practical.
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Syarnubi, Syarnubi. "PROFESIONALISME GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK RELIGIUSITAS SISWA KELAS IV DI SDN 2 PENGARAYAN". Tadrib: Jurnal Pendidikan Agama Islam 5, n.º 1 (1 de julho de 2019): 87–103. http://dx.doi.org/10.19109/tadrib.v5i1.3230.
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This study aims to describe and analyze critically the professionalism of teachers in the form of PAI religiosity fourth grade students at SDN 2 Pengarayan. This research is a qualitative research taking the location of SDN 2 Pengarayan. Data collection are getting by observation, documentation and interviews. Data analysis were carried out by examining all data, data reduction, data presentation, drawing conclusions and verifying data. Data checking is done by triangulation with two modes, namely using multiple sources and multiple methods.
The results of the study show: (1) PAI teachers in SDN 2 Pengarayan are professional, which is indicated by having four competencies: pedagogic competency, personality competence, professional competence and social competence. (2) PAI teachers is forming the religiosity of fourth grade students in SDN 2 Pengarayan through five dimensions of religiosity (Belief, worship, appreciation, knowledge and experience), using habituation methods related to four competencies as follows : Pedagogical aspects: Prepare syllabus and lesson plans. Personality Aspect: Making the dhuhur prayer schedule in congregation and assistance, praying duha and reciting the Asmaul Husna. Professional Aspects: BATUHA (Read Write Al-Qur'an), PHBI (Commemoration of Islamic Day) and Muadzin. Social Aspects: Making Tambourine Music Group, Ramadhan pesantren and habit of greeting. (3) The obstacles faced by PAI teachers in forming the religiosity of students in SDN 2 Pengarayan are the limitations of place, time and supervisors, the low support of parents when at home, the lack of harmonious cooperation between parents of students and the school, the cleanliness of places of worship become an obstacle in the implementation of prayer services.
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Sutarmizi, Sutarmizi, e Syarnubi Syarnubi. "STRATEGI PENGEMBANGAN KOMPETENSI PEDAGOGIK GURU RUMPUN PAI DI MTS. MU’ALLIMINISLAMIYAH KABUPATEN MUSI BANYUASIN". Tadrib 8, n.º 1 (30 de junho de 2022): 56–74. http://dx.doi.org/10.19109/tadrib.v8i1.11315.
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This study was to analyze the Pedagogical Competency Development Strategy for PAI Cluster Teachers in MTs. Mu'allimin Islamiyah, Musi Banyuasin Regency, includes strategies for developing pedagogic competence and what factors influence it.The type of qualitative research is to inform the principal, and teacher of the PAI family. The method of collecting data is an interviews, observation, and documentation. Non-statistical qualitative data analysis techniques with descriptive analysis as data presentation are collection, reduction, display, verification, and triangulation.The results of this study indicate the development of the pedagogic competence of PAI cluster teachers in MTs. Mu'allimin Islamiyah Musi Banyuasin Regency on aspect 1). Understanding, mastering students, teachers developing dialogical communication between students, recognizing the stages of development and individual differences both morally, intellectually and the potential of students. 2). By mastering theories and principles, and learning, teachers develop varied teaching techniques and motivate students with reciprocal responses and stimuli. 3). In curriculum development, teachers can formulate, compile, organize, and design learning planning programs, and use media and learning models by utilizing information and communication technology media. 4). The development of the potential of student teachers can direct students to take part in extracurricular activities, OSIS. Amtrak, arts and culture, social services with the aim of activity and creativity, thinking skills, identifying interests and talents facilitate students to develop academic and non-academic potential. 5). In the development of educational learning activities, teachers have been able to pay attention to the level of needs, environment, opportunity, intellectuality, spirituality, psychological and emotional students by applying skills.
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Collective, Campaign Choirs Writing. "'We got the power!' The political potential of street choirs". Soundings 73, n.º 73 (1 de dezembro de 2019): 129–43. http://dx.doi.org/10.3898/soun.73.10.2019.
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Song has the power to express a social truth and is consistently employed in actions across the world in solidarity with political struggle. This article discusses the campaigning work of the Campaign Choirs Network, a UK network of radical political choirs, whose story is founded on diverse solidarities and a commitment to singing as a means of emotional engagement and pedagogy. The network has conducted a participatory action research programme, including oral history interviews with 42 members of 11 street choirs, exploring members' life-course activism and their utopian imaginaries. As one aspect of their research, the authors sought to more fully understand the emotions that song and singing release, and the connections that can then be made between people – in order to find out more about the nature of the power of song and the political possibilities of such connections. Drawing extensively on the interviews, this article discusses the political and pedagogic possibilities of the emotions released through singing.
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Nurbaeti, Reva Tanti, Deddy Mulyadi e Arundina Dijah Retno Pratiwi. "Model Continuing Professional Development (CPD) Pada Sekolah Luar Biasa (SLB) Negeri Garut Kota". Jurnal Media Administrasi Terapan 2, n.º 1 (25 de dezembro de 2021): 34–41. http://dx.doi.org/10.31113/jmat.v2i1.8.
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Teachers as educators at SLBN Garut City, who have a duty to provide instruction to students, have a very big responsibility in carrying out their role as educators in schools. The problems in handling children with special needs at school are very complex, starting from children, parents to school, even need extra handling. The occurrence of psychological conflicts between parents and the presence of their children, their own condition, the community environment and the readiness of schools to educate children with special needs. Also the most important thing is the condition of the teacher who provides learning to students, which is seen from the aspect of his competence as an educator who handles children with special needs. Continuous Professional Development is a process of action taken by teachers on an ongoing basis in order to improve their competence to support their career as a professional teacher. The focus of the CPD goals of teachers tends to lie in improving and enhancing the quality of learning carried out by teachers. In order to achieve quality learning objectives, increasing the competence and professionalism of teachers is a must in pedagogical aspects, etc. Teacher competence needs to be improved programmatically, continuously through various systems of professional development, so as to increase the ability of these teachers. Competencies ranging from pedagogic, personality, social, and professional must receive important attention. Constraints faced in competency development range from skills in the aspects of learning, mastery of ICT, and busy teaching schedules to aspects of teacher competency problems at SLBN Garut City. Efforts are to continue to always perform competency enhancement program, which is also more emphasis on the development of a model that has the aspect of sustainability models or Continuing Professional Development (CPD).
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Moosa, Moeniera, e Dale Langsford. ""I haven't had the fun that is portrayed": First-year student expectations and experiences of starting at university". Journal of Education, n.º 83 (6 de agosto de 2021): 1–19. http://dx.doi.org/10.17159/2520-9868/i83a07.
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Prospective students have both expectations and anxieties about what their imminent university experiences might entail. In this study, we compare first-year students' expectations with their experiences of being included and excluded while settling into university life. Our participants in this qualitative phenomenological research study were 322 first-year students. We use insights from social and pedagogic inclusion to critique Tinto's (1983) model of the transition of students from schooling to higher education settings. The findings indicate that participants experienced mastery of knowledge, procedures, and structures of the institution as a point of exclusion almost 8% more than they expected. The participants also experienced personal disposition and relationships to be a point of exclusion 24% less than they expected. We recommend that university orientation programmes place more focus on the academic expectations of university since this was an aspect on which participants did not focus much. In addition, these findings also have implications for how universities conceptualise and implement the move to online learning which is often viewed as the solution to increasing access to higher education.
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Suhadi, Edi, Endin Mujahidin, Ending Bahruddin e Ahmad Tafsir. "Pengembangan Motivasi dan Kompetensi Guru dalam Peningkatan Mutu Pembelajaran di Madrasah". Ta'dibuna: Jurnal Pendidikan Islam 3, n.º 1 (5 de setembro de 2014): 42. http://dx.doi.org/10.32832/tadibuna.v3i1.570.
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<p><em>Expectations </em><em>to improv</em><em>ing</em><em> the quality o</em><em>f </em><em>teaching</em><em> process</em><em> and learning outcomes, has been a major challenge in providing education in </em><em>MTs/</em><em>Madrasah</em><em> (Islamic Junior High School)</em><em> at this time. Accordingly, as </em><em>the</em><em> educator</em><em>, teachers are</em><em> often seen as the main</em><em> and first</em><em> factors that determine the quality </em><em>of</em><em> learning. Teachers are required to have high motivation and adequate pedagogic competence in performing their duties. In fact, the fulfillment of qualifications and pedagogic competence of teachers is becoming the fundamental issues in education held at Madrasah. In general, the quality of </em><em>M</em><em>adrasah teachers is relatively lower than teachers in public schools. Besides, there are still many teachers in MTs in Bekasi whose motivation is low.</em><em> </em><em>Research focuses on assessing the motivation and pedagogic competence of teachers in order to improve the quality of learning in the Madrasah. In spesific, the purpose of research is to describe the characteristics of teacher motivation, pedagogic competence of teacher, </em><em>and</em><em> finding the motivation and pedagogic competence development strategy, in order to improve the quality of learning.</em><em> </em><em>The study was conducted using a descriptive approach to describe the reality of the empirical analysis is based on data and various sources. The experiment was conducted at the </em><em>Islamic J</em><em>unior </em><em>S</em><em>econdary </em><em>S</em><em>chool (MTs) in Bekasi District. The data obtained through interviews, document analysis, and questionnaires. Sources of research data </em><em>are</em><em> teacher</em><em>s</em><em>, principal </em><em>of MTs</em><em>, </em><em>MTs</em><em> supervisors, and leaders of </em><em>coaching </em><em>institutions </em><em>at</em><em> </em><em>the district </em><em>religious ministry office. Data obtained through the questionnaire were analyzed using descriptive techniques. Data from interviews and document analysis were analyzed through a process of data reduction, data presentation, and </em><em>taking</em><em> conclusions based on the findings and results of the verification.</em><em> </em><em>Based on the results of the study concluded that there was no significant difference between the teachers who have been trained by the training yet, </em><em>either for </em><em>motivation, pedagogic competence and quality of learning. Therefore we need a model of training that can improve motivation, pedagogic competence and quality of learning. Training model should include (1) the motivation of teachers needs to be improved in order to improve the quality of learning both in the aspect of performance of duties, self-development, or building relationships, (2) the pedagogic competence of teachers needs to be improved in order to greater quality of learning with an emphasis on pedagogical and social dimension, (3) development of motivation can be done by strengthening the intrinsic motivation to approach the job expansion and job enrichment and strengthening of extrinsic motivation through guidance, distribution of tasks and responsibilities, performance appraisal followed by providing feedback (reward and punishment), creating a conducive working atmosphere, and provide career development opportunities in accordance achievement. Pedagogic dompetence development can be done using an individual-based approach through the development of self and institution-based approaches through supervision, empowerment, </em><em>conducting </em><em>scientific activities, as well as fostering</em><em> and development of</em><em> discipline and ethics teacher profession.</em></p><p class="keywords">Keywords: Kompetensi Guru, Madrasah, Motivasi, Mutu Pembelajaran</p>
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Burlakova, Irina I., Svetlana N. Bogatyreva, Irina V. Polozhentseva e Galina N. Yulina. "Definition of the concept of “patriotism” in the historical, cultural and educational space of the city". SHS Web of Conferences 103 (2021): 01039. http://dx.doi.org/10.1051/shsconf/202110301039.
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There are five natural beginnings of life created by the hand of God: personality; family; nation (homeland), the kingdom of heaven and the church. In this article, we will try to consider only one aspect of responsibility of a man associated with the formation of national identity. Today, patriotism becomes the idea that can turn from an intangible force into a material one if it is mastered by the people and for many it will become an internal conviction and installation. Today, patriotism has become one of the most controversial topics in Russia. The range of opinions is quite large: from discrediting patriotism as an analogue of destruction and conflict, to calls of the first persons of the state to the unity of the Russian people on the basis of the integration of patriotism with internationalism. Patriotism helps to unite society, reveals to many people the meaning of their own life, raises their understanding and responsibility for the framework of corporatism and social class differences. Patriotism is increasingly recognized by the population as the protection of national interests, the implementation of social justice, as a positive and constructive realization of human rights. It becomes the main task in the programs of patriotic education of the young people. It acts both as an element of worldview and attitude to one’s country, and other peoples and as an educational component of pedagogic system especially in the historical, cultural and educational space of the city.
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de Vasconcelos, Carlos Eduardo. "Dialética nos Contraditórios Judicial e Arbitral: a Arte do Direito e Sua Regulação". Revista Brasileira de Arbitragem 7, Issue 28 (1 de dezembro de 2010): 7–29. http://dx.doi.org/10.54648/rba2010057.
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ABSTRACT: The objective of this article is to analyze the problems arisen by the contradictory in the ambient of the positivist law, in which dialectic - and, therefore, the intersubjectivity and dialogic rhetoric between the protagonists of the conflict - is underestimate and substituted by the artificial manicheaist by the alienating operators, under the selection of the authorities who had the jurisdictional power. The author propose a recapitulation of the law, taking to account its aspect of art, efficient to reverse the logic of the judicial contradictory and, also, the arbitral, once the law have to be as support of the legal dialogic, doing its systematical and teleological role, and not like a law itself, as a system. A new contradictory, which is evaluative and collaborative, will make a bridge between mediate act, in its continued intersubjectivity and dialogic, and the law, in its systematic order, to give birth to the justice, as a legitimate force and socially efficient. The author support that the society belonging to the knowledge's era demand a legal culture, in which the regulate dialogical art constitutes the rule of law, with an ethic and pedagogic function, to give celerity and social effectiveness for the self and hetero compositions.
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Romm, Tatyana A. "Preparing students for upbringing activity at higher education institution: vector for contemporary development". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, n.º 4 (20 de abril de 2022): 48–54. http://dx.doi.org/10.34216/2073-1426-2021-27-4-48-54.
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Despite the fact that effective practices of preparing students for upbringing activities persist in contemporary activities of higher education institutions, research evidence confirms the unsatisfactory state of preparedness of future pedagogues for upbringing tasks. The aim of the article is to analyse the difficulties and resources related to the improvement of vocational education and training in the aspect of the implementation of modern training tasks. What has become the methodological basis of the study are the provisions of Lyudmila Novikova's scientific school on the systemic approach in upbringing, in the social theory of upbringing in the context of socialisation by Anatoliy Mudrik, network theory. The main problems of the current state of preparation of future pedagogues to upbringing activities are defined (reduction of quantitative and qualitative content of theoretical and practical training of future pedagogues to upbringing activities; discrepancy of published educational literature on the theory and methodology of upbringing to topical tasks of upbringing activities; social immaturity of students, poor teacher training in the theory and practice of upbringing and other). The programme of changes in the improvement of the analysed problem is proposed – change in the targets in the direction of strengthening the subjective component, development of the system of upbringing work in a higher education institution with professional-pedagogic orientation; change in the design of educational programmes. Conditions for the implementation of the proposed changes – systemic investigation of topical issues of upbringing in the context of training future pedagogues for upbringing activities – are outlined; forming an effective feedback mechanism "higher education institution – school – higher education institution"; developing network training formats; creating a bank of technologies for practical training in a hybrid, distance format; updating the information resource of training; saturating the educational space of higher education institution with life in a higher education institution, meaningful from a professional point of view, interesting.
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Syaputra, Roni. "Kompetensi Guru Pendidikan Jasmani, Olahraga dan Kesehatan di Sekolah Dasar Negeri Sekecamatan Luas, Kabupaten Kaur, Provinsi Bengkulu". e-SPORT: Jurnal Pendidikan Jasmani, Kesehatan dan Rekreasi 1, n.º 1 (27 de outubro de 2020): 6–20. http://dx.doi.org/10.31539/e-sport.v1i1.1421.
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This type of research is mixed method (quantitative-qualitative) by using sequential explanatory design or combination model research. The population in this study is all teachers of physical education, sports and health in public schools sekecamatan wide. The sampling technique used a saturated sampling technique with a sample size of 7 people and an informant consisting of supervisors, principals, physical education teachers, sports and health, teachers and students. Data analysis techniques that researchers use in the early stages are (quantitative method) with Likert scale. Then in the second stage is (qualitative method) deangan component analysis data flow model.The results showed that most of the competence of teachers of Physical Education, Sport and Health at State Elementary School Sekecamatan Luas, Kaur district, Bengkulu Province included in very good category with percentage (96.49%) this shows that most teachers of Physical Education, Sports And Health at State Elementary School of Sekecamatan Luas have been able to carry out 4 main tasks of teachers with details in every aspect that is: 1) Pedagogic competence with percentage (82.29%) including very good category in understanding the learners more deeply, designing, implementing and evaluating Learning and developing the potential of learners, 2) Personality competence with percentage (87.86%) including the category of excellent in acting in accordance with religious, legal, social norms, displaying themselves as an honest person, noble, steady, stable, Wise and authoritative, 3) Social competence with percentage (93.33%) is categorized as excellent in being inclusive, acting objectively, communicating effectively, empathetically and courteously with fellow educators, education personnel, parents and society, (4) Professional competence with percentage (77.52%) including good category in mastering learning materials widely And deep.
Keywords : Teacher Competence Physical Education, Sport And Health
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Fadli, Sofiansyah, e Khairul Imtihan. "PENERAPAN MULTI-OBJECTIVE OPTIMIZATION ON THE BASIS OF RATIO ANALYSIS (MOORA) METHOD DALAM MENGEVALUASI KINERJA GURU HONORER". Jurnal Informatika dan Rekayasa Elektronik 2, n.º 2 (9 de dezembro de 2019): 10. http://dx.doi.org/10.36595/jire.v2i2.109.
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The role of the teacher is very important in the learning process, also advancing the world of education. Because the quality of the teacher becomes a very important aspect, teachers must have competencies that comply with national education standards in order to perform their duties and roles with competency standards that can lead learners to Human beings with knowledge and ability. According to the guidebook for the selection of high achieving teachers, the selection of high achieving teachers to increase the motivation of teachers to improve their professionalism. The selection of outstanding teachers starts from the education unit, Regency/City, province to National. On the basis of why. The government appreciates outstanding teachers as outlined in RI Law No. 14 of 2005 concerning Teachers and Lecturers article 36 paragraph (1) which says that "Teachers who excel, are exceptionally dedicated, and can help in special areas receive awards". One form of appreciation given to outstanding teachers is to help in the promotion of position.
The first step is to look for supporting data as mandated by the National Education Minister's Regulation No. 16 of 2007 on the academic qualification standard and the teacher competency standard, then the requirements used in Competency assessment of this teacher in accordance with pedagogic competence, competence, social, and professional competence and each criterion has a sub criteria. The data obtained were further analyzed using the Multi-Objective Optimization Ratio Analysis (MOORA) method used to determine the highest score or the highest teacher award value based on what was determined by the ranking process. With the final goal this method can be used as a solution to problems in improving the performance of honorary teachers.
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Wardana, Andri Kusuma, Neneng Yeni Rira e Lina Sari. "Perbandingan Metode MPE dan WASPAS dalam Menentukan Guru Teladan : Studi Kasus di PKBM Surya Harapan Kota Tangerang". Respati 17, n.º 1 (10 de março de 2022): 60. http://dx.doi.org/10.35842/jtir.v17i1.442.
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INTISARIDalam penilaian guru teladan pada PKBM Surya Harapan yang sedang berkembang untuk disetarakan oleh sekolah pada umumnya. Saat ini pihak Kepala Sekolah dan Wakasek serta Manajemen rentan mengalami kesalahan dalam pengambilan keputusan karena dengan melakukan analisa terhadap rekomendasi atasan (Kepsek) yang belum secara numerik. Selain itu, dengan penilaian hanya berdasarkan aspek rekomendasi atasan saja ditemukan bahwa dengan data penilaian rekomendasi atasan yang sama akan tetapi pihak manajemen mengambil keputusan yang berbeda. Oleh karena itu diusulkan suatu model sistem pendukung keputusan yang dapat melakukan penilaian guru teladan secara numerik berdasarkan kebutuhan oleh pihak Kepsek dan Manajemen. Metode perhitungan sampel alternatif pada penelitian ini menggunakan Metode MPE dan WASPAS yang sebelumnya sudah dilakukan pengukuran performance menggunakan metode confusion metrix untuk mendapatkan metode manakah terbaik. Hasil perbandingan metode antara MPE dan WASPAS yang terbaik adalah MPE, dimana dengan uji Confusion Matrix MPE mendapat nilai 100% dan didukung dengan uji rank spearman mendapat nilai 0, 9152. Adapun untuk kriteria - kriteria usulan meliputi profesionalisme, kompetensi pedagogic, kepribadian dan sosial. Penelitian yang dilakukan menggunakan pendekatan kuantitatif, yang sumber pengumpulan datanya melalui observasi, wawancara, studi pustaka, kuisioner dan dokumentasi. Tujuan penelitian ini adalah mengembangakan model sistem pendukung keputusan penilaian guru teladan pada PKBM. Selain itu, untuk menentukan kriteria dan metode perhitungan alternatif untuk penilaian guru teladan pada PKBM Surya Harapan Kota Tangerang.Kata kunci— Penilaian, Guru, Teladan, MPE, WASPAS, Confusion Metrix. ABSTRACTAbstract—In the assessment of exemplary teachers at the Surya Harapan PKBM which is developing to be equalized by schools in general. Currently the Principal and Vice Principal and Management are prone to making mistakes in decision making because by analyzing the recommendations of superiors which have not been numerical. In addition, with the assessment only based on the supervisor's recommendation aspect, it was found that with the same supervisor's recommendation assessment data, the management took different decisions. Therefore, a decision support system model is proposed that can perform a numerical assessment of exemplary teachers based on the needs of the Principal and Management. The alternative sample calculation method in this study uses the MPE and WASPAS methods, which have previously been measured using the confusion matrix method to get which method is the best. The results of the comparison of methods between MPE and WASPAS the best is MPE, where the Confusion Matrix MPE test gets a score of 100% and is supported by the Spearman rank test gets a value of 0.9152. The proposed criteria include professionalism, pedagogic competence, personality and social. The research was conducted using a quantitative approach, the sources of which were to collect data through observation, interviews, literature studies, questionnaires and documentation. The purpose of this study was to develop a model of a model teacher assessment decision support system in PKBM. In addition, to determine the criteria and alternative calculation methods for the assessment of exemplary teachers at PKBM Surya Harapan Tangerang City. Keywords— Assessment, Teacher, Exemplary, MPE, WASPAS, Confusion Metrix.
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Aspian, Aspian. "Menumbuhkan Motivasi Belajar dalam Rangka Perbaikan Hasil Belajar Peserta Didik". Shautut Tarbiyah 24, n.º 1 (4 de outubro de 2018): 1. http://dx.doi.org/10.31332/str.v24i1.935.
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Abstrak Pembelajaran sebagai salah satu aspek khusus pendidikan dilakukan untuk melakukan perubahan peserta didik pada ranah kognitif, apektif, dan psikomotorik. Perubahan yang diperoleh peserta didik itu dikenal dengan hasil belajar, yang mencakup perubahan kuantitatif dan kualitatif. Secara kuantitatif, perubahan yang nampak akibat proses belajar dapat dilihat dalam bentuk nilai-nilai pada ujian yang diselenggarakan guru secara reguler, dan bersifat jangka pendek. Secara kualitatif, perubahan yang ditimbulkan oleh proses belajar akan nampak pada cara berpikir dan perilaku peserta didik. Aspek ini berdimensi jangka panjang. Perubahan kuantitatif maupun kualitatif ini sangat penting bagi peserta didik sebagai tolok ukur tercapainya tujuan-tujuan pendidikan. Idealitas pembelajaran yang bertujuan merubah manusia harus ditopang oleh variabel-variabel sekolah lainnya. Guru menjadi ujung tombak dalam proses mengubah peserta didik dari satu kondisi ke kondisi lainnya yang lebih baik. Karenanya kompetensi pada aspek pedagogik, sosial, kepribadian, dan profesional tidak boleh hanya dalam wacana. Gerak langkah seorang guru harus menggambarkan kemapanan kompetensinya. Dengan modal itulah guru dapat merancang pembelajaran yang menyenangkan peserta didik, melakukan pengelolaan kelas yang menjamin tercapainya tujuan pembelajaran, memilih pendekatan yang tepat, memahami masalah yang dihadapi peserta didik, menggunakan teknologi pembelajaran terkini, dan mendesain sekolah yang kondusif bersama pimpinan dan komponen sekolah lainnya. Praktik guru yang demikian akan menumbuhkan motivasi belajar pada siswa, tidak hanya pada aspek ekstrinsik, lebih penting lagi adalah dorongan yang berasal dari kesadaran terdalam peserta didik. Bahwa belajar bukanlah semata-mata tuntutan lahiriah atau duniawi, tetapi merupakan kewajiban moral yang bersifat ruhani.Kata Kunci: Motivasi, Hasil Belajar, Kompetensi GuruAbstract Learning as one of the special aspects of education is done to make changes to learners in the realm of cognitive, apektif, and psikomotorik. The changes that learners gain are known as learning outcomes, which include both quantitative and qualitative changes. Quantitatively, the visible changes due to the learning process can be seen in the form of values on the regular teacher-run, regular, and short-term examinations. Qualitatively, the changes generated by the learning process will appear in the way of thinking and behavior of learners. This aspect is of long-term dimension. This quantitative and qualitative change is very important for learners as a benchmark for achieving educational goals. The ideality of learning aimed at changing human beings must be sustained by other school variables. Teachers become the spearhead in the process of converting learners from one condition to another. Therefore competence in pedagogic, social, personality, and professional aspects should not be solely in discourse. The movement of a teacher's steps should describe the competence of the competitor. With that capital the teacher can design the learning that pleases the learners, manage the classroom to ensure the achievement of learning objectives, choose the right approach, understand the problems faced by learners, use the latest learning technology, and design a conducive school with the leader and other school components. The practice of such teachers will foster students' learning motivation, not only on the extrinsic aspect, more importantly the encouragement that comes from the deepest awareness of learners. That learning is not merely external or worldly demands, but it is a spiritual obligation.Keywords: Motivation, Learning Outcome, Teacher Competence
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Sumina, Tatiana. "Psychological and Pedagogic Aspects in Solving Problems of Social and Professional Upbringing". Social and cultural space of Russia and abroad: society, education, language, n.º 4 (2015): 233–40. http://dx.doi.org/10.17853/2312-3281-2015-4-233-240.
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Петренко e V. Petrenko. "Training Model of Master of Vocational Training for Innovative Activities in the Framework of Advanced Training". Profession-Oriented School 4, n.º 5 (17 de outubro de 2016): 31–42. http://dx.doi.org/10.12737/22483.
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The professional and pedagogic duties of the master of vocational training are changing in current social and economic conditions. There are a lot
of new aspects of the professional and pedagogic activities, which have not been considered previously, and which impact the organization of their
innovative activities and form new professional and pedagogic expertise. Advanced training system is supposed to respond to new social challenges, one
of which is preparing teachers for innovative activities. The article contains the theoretical model of training for innovative activities in the framework of
advanced training, describes the theoretical and methodological approaches, structure and contents of this training.
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Lamanauskas, Vincentas, e Dalia Augienė. "UNIVERSITETO STUDENTŲ PROFESINĖ KARJERA: SUPRATIMO STRUKTŪRA [UNIVERSITY STUDENT PROFESSIONAL CAREER: UNDERSTANDING STRUCTURE]". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, n.º 3 (25 de dezembro de 2015): 106–17. http://dx.doi.org/10.48127/spvk-epmq/15.7.106.
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University study period in a certain sense is a successive step to future career heights. In this respect, it is very important for the students to evaluate the appearing possibilities as early as possible, to purposefully get ready for professional activity after the graduation of university studies. On the other hand, the individual career understanding of every student is likely to be different. Career understanding is constantly changing and this change is conditioned by various factors. Career understanding experiences constant change. Nowadays, career is understood not as resolute climbing of the career ladder. Objectively valued work achievements such as high position, scientific and pedagogic degrees, qualification level showing diplomas, certificates become of little value, if a person does not feel satisfied with his life and activity. Career is considered a phenomenon, for which, first of all, the responsibility must take the individual himself. Today, it is not enough to match the individual to his performed job or profession, to orientate him or direct in one or another known beforehand direction. It is necessary for the individual to know himself, and to take action in constructing his unique career, consciously choosing what is most acceptable, suitable for him. The individual, creating his unique career model, can lay emphasis on and regard as important one or the other factors in his career model and have an individual his career phenomenon understanding. Career understanding can also be conditioned by the social processes going on, their importance perception and possible influence on successful career. The environment investigation helps to look more deeply into labour market, into the spheres or organisations where someone wants to work or employ himself. Evaluating this aspect family influence can also be important, the influence of friends, economic, community influence and so on. Therefore, social context significance evaluation can have influence on a career as a phenomenon perception. Thus, the object of the research is the first course university student career understanding. The aim of the research is to analyse career understanding structure. 265 first course students from three Lithuanian universities participated in the research. 38 statement factorial analysis about career understanding was carried out. In fact, career understanding can be defined by 6 main factors: career as a professional achievement (SI=0.80; SD=0.16, career as personal improvement (SI=0.78; SD=0.16), career as self-realisation (SI=0.76; SD=0.15), career as social relations (SI=0.67; SD=0.22), career as leadership (SI=0.65; SD=0.17) and career as social status (SI=0.60; SD=0.20). Students, studying in social and humanitarian science programmes, usually understand career as professional achievement (experience accumulation, rise, progress, going forward, well-performed work, possibility to become one of the best experts in one’s own sphere). A great number of students understand career as personal improvement (inner potential realisation, individual improvement in successfully chosen activity sphere, lifelong lasting teaching and working path, creative aim satisfaction, professional self-expression, goal attainment and ambition satisfaction). A little smaller part of the students understand career as self-realisation (finding a job, which is pleasant to do, work as a calling, improvement in the direction of a chosen activity). Part of the students understand career as social relations, which are made meaningful by social relation development, man’s cultural and moral maturity, strong bonds with community, nation. A small part of students understand career as leadership (power and responsibility growth, free activity choice, managing the group of people). The smallest part of students emphasize social status in career understanding. For the boys, social activity is more important. Therefore, they more often than girls understand career as personal improvement, as self-realisation, as social relations. Key words: career understanding, factor analysis, personal improvement, university students.
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Lamanauskas, Vincentas. "DEFINITION OF THE MOST IMPORTANT EDUCATION SCIENCE TERMS". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, n.º 2 (10 de setembro de 2010): 4–7. http://dx.doi.org/10.48127/spvk-epmq/10.2.04a.
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In the latter years the main education terms became the point of rather active discussion. And it is natural, because over the last two decades education terminology expanded, a lot of new terms joined education sciences. On the one hand, such changes were caused by rapid education science development, abundant theoretical and empiric researches, on the other hand, after reestablishment of Lithuanian Independence, new possibilities opened to get acquainted with international practice, to adopt it to Lithuanian educational practice. In 2010, in Lithuania various discussions on educology terminology questions were initiated. This year, on February 11, Lithuanian Republic Education board and Vilnius Pedagogical University initiated the meeting of educology scientists on usage of educology terms in educology scientific publications, in pedagogic activity and educational documents. As practice showed, it is very difficult to find common decisions. Ambiguity, abundance of various synonymic terms became prominent in educology; the process of emergence of new terms is practically out of control, chaotic. Quite a big part of new terms are contradictory (e.g, development education, global and/or international education). It becomes unclear, what is the place of the main (axial) terms in the whole education terminology system, how the hierarchy of the whole term system is kept (or is it kept). Without attempting to go into exhaustive educology term analysis, we can give definitions of the main educology terms referring to systemic approach principle (Lamanauskas, 2004). Education – organized, expedient and purposeful life experience (knowledge, abilities and values) acquisition for life (cognition, consideration, acting) Education (enlightenment) - situational person (personality) and society’s orientation in current situation expansion in various aspects. Upbringing – education process when person’s moral is formed through interaction of values and abilities. Training – personality maturity guaranteeing parameters’ comprehensive, constant and systemic expansion and development. Teaching – education process when person’s intellect is formed through the interaction of knowledge and person’s abilities. In fact, there is no absolute agreement among educology specialists regarding the usage of terms. Such an agreement can hardly be reached, because the same terms in different contexts acquire different meanings and can be differently interpreted. Education, first of all, is a complex, diverse phenomenon. On the one hand, by education we seek that a person would acquire knowledge and abilities (intellect formation), on the other hand – could perceive the world of values (moral formation). Education, as a very complex system, features hierarchic structure and functional organisation. Changing easily any term or implementing a new one, we are trying, in fact, to change the system, very often not thinking about consequences. New terms matter cannot be end in itself. Education (enlightenment), obviously is multilevel, hierarchic, complex and developing social system requiring systemic attitude, systemic analysis, systemic research in general – in this case, on the education science terminology aspect. Key words: education terms, usage of terms, education science, definition.
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Sahin, Abdullah. "Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education". Religions 9, n.º 11 (30 de outubro de 2018): 335. http://dx.doi.org/10.3390/rel9110335.
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This paper examines two sets of interrelated issues informing contemporary discussions on Islam and education that take place within both Muslim majority and minority contexts. The first set of issues concerns the academic conceptualisation of the study of education within diverse historical and contemporary Islamic cultural, intellectual, political, theological and spiritual traditions. After a critical examination of the current literature, the paper suggests that ‘Islamic Education Studies’ offers a distinctive academic framing that incorporates an interdisciplinary empirical and scholarly inquiry strategy capable of generating a body of knowledge and understanding guiding the professional practice and policy development in the field. Lack of conceptual clarity in various current depictions of the field, including ‘Muslim Education’, ‘Islamic Pedagogy’, ‘Islamic Nurture’ and ‘Islamic Religious Pedagogy’, is outlined and the frequent confusion of Islamic Education with Islamic Studies is critiqued. The field of Islamic Education Studies has theological and educational foundations and integrates interdisciplinary methodological designs in Social Sciences and Humanities. The second part of the inquiry draws attention to the lack of new theoretical insights and critical perspectives in Islamic Education. The pedagogic practice in diverse Muslim formal and informal educational settings does not show much variation and mostly is engaged with re-inscribing the existing power relations shaping the society. The juxtaposition of inherited Islamic and borrowed or enforced Western secular educational cultures appears to be largely forming mutually exclusive, antagonistic and often rigid ‘foreclosed’ minds within contemporary Muslim societies. The impact of the educational culture and educational institutions on the formation of resentful Islamic religiosities and the reproduction of authoritarian leadership within the wider mainstream Muslim communities have not been adequately explored. The study stresses the need to have a paradigm shift in addressing this widely acknowledged educational crisis. The formation of a transformative educational culture remains the key to being able to facilitate reflective and critical Muslim religiosities, and positive socio-economic and political change in Muslim majority and minority societies. This inquiry explores a significant aspect of this crisis by re-examining the degree to which Islamic and Western, liberal, secular conceptions and values of education remain irreconcilably divergent or open to a convergent dialogue of exchange, reciprocity and complementarity. The originality of the paper lies in offering a critical rethinking of Islamic Education through mapping the main relevant literature and identifying and engaging with the central theoretical issues while suggesting a new academic framing of the field and its interdisciplinary research agenda.
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Prihanto, Agus, e Kadek Eunike Dwi Nirmala Putri. "Pentingnya Kompetensi Guru Pendidikan Agama Kristen dalam Menghadapi Tantangan Di Era Revolusi Industri 4.0". EULOGIA: Jurnal Teologi dan Pendidikan Kristiani 1, n.º 1 (13 de maio de 2021): 1–15. http://dx.doi.org/10.62738/ej.v1i1.5.
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In the Industrial Revolution Era 4.0, developments and changes in technology occur rapidly. This change is especially marked by the existence of a cyber-physical. The Industrial Revolution Era 4.0 affects every aspect of life, including in the field of education. This causes teachers as educators to be required to improve their quality to keep pace with technological developments in the Industrial Revolution Era 4.0.This article uses descriptive qualitative research methods. The main discussion in this article is about how important is for a Christian Religious Education teacher to have competence in facing the challenges of the Industrial Revolution Era 4.0. This article is presented descriptively using data sources from journal articles, proceedings,books, and other secondary sources.Teacher competence becomes a reference in improving the quality of each teacher. Pedagogic competence, social competence, professional competence, personality competence, and spiritual competence are the standards for improving the quality of teachers, especially Christian Religious Education teachers. Each of these competencies must be continuously improved by every teacher to answer every challenge that exists in the Industrial Revolution 4.0 Era. Challenges in the Industrial Revolution Era 4.0 include accelerating developments in technology, moral degradation, shifting educational values, and affecting spiritual and moral life. Abstrak Pada Era Revolusi Industri 4.0 perkembangan dan perubahan dalam bidang teknologi terjadi dengan sangat cepat. Perubahan ini khususnya ditandai dengan adanya sistem cyber physical. Era Revolusi Industri 4.0 ini mempengaruhi dalam setiap aspek bidang kehidupan, termasuk dalam bidang pendidikan. Hal ini menyebabkan guru sebagai pendidik dituntut untuk dapat meningkatkan kualitas mereka agar dapat mengimbangi terjadinya perkembangan teknologi di Era Revolusi Inustri 4.0 ini.Artikel ini menggunakan metode penelitian kualitatif deskriptif. Pokok pembahasan pada artikel ini tentang bagaimana pentingnya seorang guru Pendidikan Agama Kristen memiliki kompetensi dalam menghadapi tantangan Era Revolusi Industri 4.0. Artikel ini disajikan secara diskriptif dengan menggunakan sumber data dari artikel jurnal, prosiding, buku-buku dan sumber sekunder lainnya.Kompetensi guru menjadi acuan dalam peningkatan kualitas setiap guru. Kompetensi pedagogik, kompetensi sosial, kompetensi profesional, kompetensi kepribadian dan kompetensi spritual menjadi standar dalam peningkatan kualitas guru, khususnya guru Pendidikan Agama Kristen. Setiap kompetensi ini harus terus ditingkatkan oleh setiap guru untuk menjawab setiap tantangan yang ada pada Era Revolusi Industri 4.0. Tantangan pada Era Revolusi Industri 4.0 antara lain percepatan perkembangan dalam teknologi, degradasi moral, pergeseran nilai-nilai pendidikan, mempengaruhi kehidupan spritual dan moral kehidupan.Kata Kunci : Kompetens, Revolusi Industri 4.0.
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Lamanauskas, Vincentas. "SOME ASPECTS OF NATURAL SCIENCE LITERACY AND COMPETENCE OF PRIMARY SCHOOL TEACHERS". Problems of Education in the 21st Century 36, n.º 1 (10 de dezembro de 2011): 5–9. http://dx.doi.org/10.33225/pec/11.36.05.
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Natural science competence of primary school teachers is one of the constituent parts of general professional competence. It is obvious that the students, would-be teachers (future teachers) of primary school, should receive considerably high education in the field of natural science education in the process of studies. One of the most significant types of competence is supposed to be the one of primary natural science. The other types of competence (pedagogic, professional, objective, social, methodic, business, etc.) seem to be also consequential. However, the process of studies, as a rule, devotes much attention to the pedagogic-psychologic issues. The primary school teachers teach all subjects, and therefore their training is complex, specific and requires a carefully considered strategy. Primary school teacher training experience in Lithuania allows to state that natural science competence is minimum developed as it is not given enough attention. Similar problems can be noticed in other countries.
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Shi, Dan, e Paul J. Thibault. "Languaging dynamics of classroom interactivity: a distributed view of the pedagogic recontextualization in L2 tertiary settings". Semiotica 2022, n.º 245 (4 de fevereiro de 2022): 125–55. http://dx.doi.org/10.1515/sem-2020-0096.
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Abstract The current study investigates classroom interactivity in L2 tertiary literature classrooms in Hong Kong and Taiwan when ESL/EFL students engage with and interpret literary texts in classroom talk as a pedagogic process of text recontextualization. It proposes a more ecological-based approach to language and languaging dynamics that is complementary to current social semiotic approaches to multimodality. It also aims to open up a more embodied analysis of the meaning-making process in tertiary literature classrooms. The multimodal investigation of real-time classroom interactivity based on a multi-scalar approach showcases an embodied coordination of vocalization and gesticulation as integral aspects of the dynamic whole-body sense-making activity that arises in the pedagogic process of text recontextualization. The dynamics vary from students’ solo speech in individual presentation to teacher–student interactions in group discussion and to student–student interactions in role-play. The distributed language view of first-order languaging dynamics demonstrates the embodied and distributed dimensions of the real-time classroom interactivity that couples pedagogic subjects to the affordances of their pedagogic environment. It also provides insights into the impact of pedagogic activities on the multi-scalar dynamics of the meaning-making process with reference to embodied speech–gesture coordination. The paper demonstrates the value of applying an ecologically embodied perspective to multimodal studies in classroom research and stimulates a re-thinking of some of the important aspects of classroom interactivity that have received little attention thus far.
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Sujani, Elfara Hajjar, e Erni Munastiwi. "MANAJEMEN TADRIB ASATIDZ DALAM MENGEMBANGKAN KEMAMPUAN PEDAGOGIK GURU". Jurnal Isema : Islamic Educational Management 7, n.º 1 (17 de junho de 2022): 63–74. http://dx.doi.org/10.15575/isema.v7i1.16229.
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Teachers must possess personality, social, pedagogic, and professional competencies. In addition, educators must continue developing skills that support competence. One of the skills that educators must have is pedagogic ability. Tadrib asatidz is one of the learning methods that can be used to develop skills. For the tadrib asatidz method to be successful, good management is needed. The purpose of the study was to examine the management of tadrib asatidz in developing pedagogic abilities. The research method used is descriptive qualitative research. Data was obtained utilizing in-depth interviews, observation and documentation. The subjects in this study were 83 educators at the Al-Irsyad Al-Islamiyyah Tulungagung educational institution. The data analysis technique used data triangulation. The data collection techniques include reduction, data presentation, and synthesis withdrawal. The results showed that the management of tadrib asatidz in developing teachers' pedagogic abilities was carried out through the stages of planning (planner), implementation (implementation) and evaluation (evaluation). Through tadrib asatidz, teachers can develop all aspects of child development following learning and educational theories, develop curriculum, utilize digital technology, provide facilities for students, communicate well, conduct assessments and reflect
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Adri, Junil, Ambiyar Ambiyar, Refdinal Refdinal, Unung Verawardina, Vivi Efrianova, Abrar Tanjung, Ferdiyansyah Ferdiansyah e Fani Keprila Prima. "Student Perspectives Toward Pre-Service Teachers Competencies". JURNAL PENDIDIKAN TEKNOLOGI KEJURUAN 3, n.º 4 (4 de janeiro de 2021): 170–75. http://dx.doi.org/10.24036/jptk.v3i4.14723.
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This study aims to determine how students' perceptions of the competence of prospective teachers in the PPLK program at SMK Negeri 1 Padang. Aspects that are observed in basic educational competencies are pedagogic, personality, professional, and social. This research is descriptive research. Observations were made for three years. The population in the study were all class X students of SMK Negeri 1 Padang. Sampling was done using random sampling technique using Slovin's formula. The findings of the study showed that the average competency of prospective teachers in the PPLK program at SMK Negeri 1 Padang for three years of observation was in a good category. The research findings recommend that there is a need for improvement in the pedagogical and social fields of prospective teachers. Teacher readiness to teach will affect the achievement of learning objectives. In addition, social competence is needed to establish communication and interaction between prospective teachers and teachers in schools and students. There needs to be an improvement in learning related to teaching preparation for prospective teachers specifically to emphasize pedagogic and social competencies
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Gruzdev, Mikhail V., e Alexander M. Khodyrev. "Methodology of studying values and meanings of teacher education: hermeneutical approach". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, n.º 1 (14 de junho de 2023): 10–16. http://dx.doi.org/10.34216/2073-1426-2023-29-1-10-16.
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The hermeneutical approach as a traditional one for philosophy and philology, but quite new for educational science, can complement axiological approach in studying value-semantic aspects of teacher education. Pedagogic hermeneutics is a developing direction of humanitarian culture studies, based on comprehension of pedagogic reality’s objects, presented in form of a text and studied with help of a text, taking into account social and individual experience. At the same time, the text is interpreted in hermeneutics both literally and broadly, in the second case as a text can be taken any sign system, including pedagogic processes, systems, phenomena, relationships and other objects accessible to potential comprehension and interpretation by a researcher. This article provides justification for use of the hermeneutical approach as a methodology for studying values of teacher education. The author highlights a set of principles of pedagogic hermeneutics – the hermeneutic circle, information pre-understanding, dialogue understanding, text contextuality, superior understanding. Hermeneutical methods of studying the teacher education values which go back to philosophical or philological knowledge (terminological analysis, intellectual dialogue with the text’s author, diachronic analysis of the text, metaphorisation and demetaphorisation) concretise those principles. A mechanism of hermeneutical methodology, its driving forces, term base and main provisions of the hermeneutical approach in relation to studying teacher education are presented.
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Sri Wulan Dari, Eka Deasi, e Yulhendri Yulhendri. "Analisis Kompetensi Profesional dan Kompetensi Pedagogik Mahasiswa Pendidikan Ekonomi Universitas Negeri Padang". Jurnal Ecogen 2, n.º 4 (13 de dezembro de 2019): 757. http://dx.doi.org/10.24036/jmpe.v2i4.7853.
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This study aims to analyze professional competence and pedagogic competence students of economic education of Padang State University. This type of research is descriptive research. The population of this research is the economic education of the force of 2016 Faculty Economics of Padang State University. Components of 119 students, this research sample amounted to 55 students. Data are collected by documentation, and test. The results of this study indicate: professional competence and pedagogics students of economic education force 2016 that will carry out the PLK in less category and enough professional competence consists of mastering concept structure material and science mindset that supports the subjects that are infected, developing creative learning materials are created. For pedagogic competence consists of mastering the learning theory and educational principles of education; Developing curriculum related to the field of development is promoted; Mastering the characteristics of learners from physical, moral, social, cultural, emotional, and intellectual aspects; Utilizing the results of the assessment and evaluation for the learning interests. Keyword: professional competence, pedagogic competence
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Correa, Adriana K., Alma B. C. E. B. Catirse, Edson G. Soares, Glaucia M. Silva, Maria Conceição B. M. E Souza, Marlene F. C. Goncalves, Noeli Prestes Padilha Rivas e Yassuko Iamamoto. "Institutional Strategies for the Teacher Training at a Brazilian Public University in Brazil—Elements of Reflection". International Education Studies 10, n.º 3 (27 de fevereiro de 2017): 1. http://dx.doi.org/10.5539/ies.v10n3p1.
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University pedagogy has been promoted in the context of the policy for valuing undergraduate training at the University of São Paulo (USP). In this regard, one action of the Undergraduate Pro-Rectory was the creation of pedagogic support groups. The objective of this study is to report and analyze the strategies for university teacher training developed by the Pedagogic Support Group at the Ribeirão Preto Campus (GAPRP/USP–Grupo de Apoio Pedagógico do Campus de Ribeirão Preto), during the period from 2002 to 2015. The group takes on a conception of teacher training that extrapolates the technical dimension, considering political-social and historical determinants that have shaped the university, undergraduate teaching, and the faculty, as well as the valorization of strategies promoting reflection, theoretical-practical articulation, and collective learning. During the day-to-day monitoring of these education strategies, a few aspects are highlighted and analyzed: identification of the need for pedagogic training as an individual initiative of the teaching staff, despite the policies for valuing undergraduate training; investment in continuous educational strategies and the education undergone by the faculty that compose GAPRP/USP. To conclude, teacher training means to value the construction of a political project so as to qualify university teachers.
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Dolgova, Yulia, e Cao Yu. "Pedagogic and Educational Function of China's TV for Children and Peculiarities of Its Implementation". Theoretical and Practical Issues of Journalism 9, n.º 3 (30 de setembro de 2020): 543–53. http://dx.doi.org/10.17150/2308-6203.2020.9(3).543-553.
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The article deals with functions of China’s TV programs for children and forms in which they are implemented. The variety of the genres and thematic content is aimed at one of the biggest TV audiences and is broadcast on both universally available and commercial thematic channels, which determines the topicality of the research. The authors conceptualize the pedagogic and educational influence of TV programs for children, and distinguish its key aspects, which include delivering moral values and social norms, propagating cultural and scientific knowledge, encouraging interest in learning, and developing the ability for self-actualization and world cognition. The qualitative and quantitative research methods were used to analyze which of the aspects are realized by means of TV programs and animated films for children in China. The study covers 34 programs and 74 animated films for children shown on 33 universal and 4 most popular special TV channels. The results of the research are as follows. One of the most popular forms of content on TV channels for children is animated films, whose key function is delivering moral values and social norms. Magazine format is a rather common form of journalist content. TV programs are mostly aimed at encouraging children’s interest in learning. Since it is rather difficult to combine entertainment and educational components, on universally available channels there is a large number of TV programs for children that fulfil their pedagogic and educational function only formally.
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Kyriacou, Chris. "Enhancing mental health through social pedagogy: A case study of a music course for troubled adults". Psychology of Education Review 41, n.º 2 (2017): 31–34. http://dx.doi.org/10.53841/bpsper.2017.41.2.31.
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One of the major challenges facing society is how to offer help and support for troubled adults experiencing mental health problems. The practice of social pedagogy often involves working with others in ways that will help to enhance their self-esteem and self-confidence, and empower them to engage in actions that will improve their lives. The case study reported here was based on observations of six teaching sessions and interviews with ten troubled adults taking part in a course on music designed for troubled adults living in the local community. The study identified aspects of social pedagogic practice evident in how participants experienced the course, and how such practice was perceived by participants as enhancing their mental health.
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Mustofa, Ali, e Maulana Adinata. "Supervisi Kepala Sekolah dalam Peningkatan Profesionalisme Guru di SMA Primaganda Jombang". Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 3, n.º 2 (23 de dezembro de 2019): 72–97. http://dx.doi.org/10.54437/alidaroh.v3i2.92.
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The quality of learning is strongly influenced by the professional quality of teacher performance, therefore efforts to improve the professional abilities of teachers in carrying out the learning and teaching process can be through supervision assistance. The professionalism of teachers in Primaganda High School is still said to have not yet achieved optimal results, so through the supervision activities of the principal provides guidance, motivation and technical assistance to teachers who experience difficulties in learning activities so as to improve teacher professionalism. The results of the study indicate that that the role of the principal's supervision in increasing the professionalism of teachers in Primaganda High School has strived to achieve optimal results. Aspects of the role of supervision carried out by the principal is to do (1) coordinator, (2) consultant, (3) group leader, and (4) evaluator. The principal uses the technique of supervision with group supervision and individual supervision. Teacher professionalism at Primaganda High School is carried out with the following aspects; pedagogic aspects, personality aspects, social aspects, and professional aspects. Professionalism of teachers in Primaganda Jombang High School is quite good. The achievement of pedagogical aspects is well categorized, personality aspects are well categorized, social aspects are categorized very well, and professional aspects are sufficiently categorized.
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Vivanti, Giacomo, e Sally J. Rogers. "Autism and the mirror neuron system: insights from learning and teaching". Philosophical Transactions of the Royal Society B: Biological Sciences 369, n.º 1644 (5 de junho de 2014): 20130184. http://dx.doi.org/10.1098/rstb.2013.0184.
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Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.
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Almroth, Melody, Krisztina D. László, Kyriaki Kosidou e Maria Rosaria Galanti. "Teacher: But Not Student Rating of the Pedagogic and Social Climate in School Predicts Adolescents’ Academic Aspirations". Child & Youth Care Forum 50, n.º 5 (27 de janeiro de 2021): 885–99. http://dx.doi.org/10.1007/s10566-021-09601-9.
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Abstract Background High academic aspirations relate to higher achievement and better mental health, but less is known about how these aspirations are formed in relation to the educational context. Objective This study aims to investigate the relationship between overall school climate, with particular concern for the dimensions of school level expectations and support as rated by both teachers and students and adolescent academic aspirations. Methods Multilevel logistic models for repeated measures were used in order to investigate the relationship between measures of school climate and adolescents’ academic aspirations. Three annual waves of questionnaire data were used to obtain aggregated teacher- and student-rating of school climate, including specific dimensions of teacher expectations and support. Results Positive teacher-rated overall school climate was associated with an increased odds of adolescents aiming at a university education rather than at a lower one (adjusted OR 1.36, 95% CI 1.14–1.63 for the intermediate tertile; OR 1.39, 95% CI 1.14–1.70 for the highest tertile). A similar trend was found for the teacher-rated measures of expectations and student focus, but not for any of the student-rated school climate measures. Conclusion A positive school climate rated by teachers appears to predict adolescents’ university aspirations. Future research should clarify which aspects of the school climate may influence adolescent academic aspirations from the students’ perspective.
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Lamichhane, Sushil. "An Appraisal of Major English Courses for Bachelor's of Arts". Tribhuvan University Journal 31, n.º 1-2 (31 de dezembro de 2017): 215–22. http://dx.doi.org/10.3126/tuj.v31i1-2.25357.
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The purpose of this article is to identify the strong and weak aspects of the major English courses of three year Bachelor's programme under the faculty of Humanities and Social Sciences in Tribhuvan University. This article is primarily based on the library research along with the discussions carried out with the teachers of major English. The courses are appropriate and relevant as they impart the knowledge of both literature and literary theories but have holes in the system of teaching learning activities and evaluation system. This article attempts to provide some suggestions for pedagogic implications to the concerned authorities accordingly.
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a, Sundusiah, Idham Kholid, Nirva Diana e Zulhannan b. "DIMENSIONS AND APPLICATIONS OF TEACHER SPIRITUALITY IN THE DEVELOPMENT OF ISLAMIC PRIMARY SCHOOL TEACHER COMPETENCY IN TANGGAMUS DISTRICT". International Journal Of Advanced Research 10, n.º 04 (30 de abril de 2022): 333–44. http://dx.doi.org/10.21474/ijar01/14552.
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Teacher competence is a crucial factor in the sustainability of the educational process. However, the portrait of the low competence of teachers is still a severe problem in the process of implementing education. The development of teacher work spirituality is believed to be a significant factor in efforts to increase teacher competence more effectively. This study aims to reveal which aspects of the pedagogic, personality, social, and professional competencies of MI teachers in Tanggamus Regency require development and to what extent the work spirituality framework can be developed and applied to promote these competencies. The method used in this research is descriptive qualitative with a case study approach. Data were obtained from direct interviews, observation, and documentation of teachers, madrasah principals, and madrasah ibtidaiyah supervisors in Tanggamus district and were analyzed with data reduction, data display, and data verification. The results of the study explain that there are many aspects of the competence of Madrasah Ibtidaiyah teachers in Tanggamus, especially pedagogic competence and professional competence, that have not shown satisfactory results. Therefore, development efforts should be thoughtfully made by all relevant parties. In addition, the description of the research data also finds the potential for teacher work spirituality that can be optimized with the correct principles and implementation strategies to support the development of all madrasa teacher competencies and improve the quality of learning more effectively.
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Hickey, Christopher. "“I Feel Enlightened Now, But…”: The Limits to the Pedagogic Translation of Critical Social Discourses in Physical Education". Journal of Teaching in Physical Education 20, n.º 3 (abril de 2001): 227–46. http://dx.doi.org/10.1123/jtpe.20.3.227.
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The emancipatory goal that underpins critical theories of teaching and learning is built on a theory of rational self-determination. In the context of physical education, critical educators believe that through a process of enlightenment teachers can recognize and transform elements of injustice and inequality that exist, albeit unwittingly, in their practice. However, despite the broad appeal of this orientation there are relatively few empirical accounts of how theories of enlightenment manifest themselves in the practice of emancipation. Propelled by the lacuna that clearly exists between critical theory and critical practice, this paper reports on the introduction of critical social discourses to a preservice PE program. It uses a case study methodology to report on two student-teachers’ engagement with a range of critical social discourses during a year-long PE unit. The paper discusses some of the ways these students engaged with the theory and practice of a critical orientation for teaching and learning in physical education. Aspects of their experiences are then interpreted through Fay’s (1987) critical but postmodern “limits to change” thesis. The paper concludes with tempered optimism about the potential for critical social discourses to guide preservice teachers in practical ways.
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Salama, Amir H. Y. "The Kinetic-Vectorial Design of the Internet-Mediated L2 Teaching Practices: The Case of BBC Learning English Website". World Journal of English Language 14, n.º 3 (23 de fevereiro de 2024): 120. http://dx.doi.org/10.5430/wjel.v14n3p120.
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This study offers new insights into the educational-linguistic visual semiotics of online teaching as a digital practice with kinetic-vectorial design. Towards this end, a twofold social semiotic approach is utilized as a synthetic methodology. First, Van Leeuwen’s (2016) kinetic design model is employed with a view to revealing the movement types of Internet-mediated L2 teaching practices. Second, Kress and Van Leeuwen’s (2021) model of ideational vector analysis is used in a way that uncovers the subtle pedagogical practices of the same type of teaching as directional and transactional acts addressed to educational-website networked L2 learners worldwide. The data sets targeted for analysis comprise screenshot-styled images from the BBC Learning English Website available for public purposes of L2 teaching. A total number of functionally related five images have been selected with an eye to the BBC’s pedagogic content online on the techno-semiotic levels of design kinetics and vectoriality. The current study has reached three findings (with emerging relevant implications). First, the synthetic kinetic-vectorial method of analysis has proved to be empirically effective in investigating the visual semiotics of design mediated by educational websites such as the BBC Website. Second, there emerged kinetically motivated ‘pedagogic’ and ‘digital’ vectors, respectively controlled by the BBC instructors and the design features of the website itself. Third, and last, the kinetic-vectorial analysis of the BBC Website revealed a sort of spatiotemporal compression of pedagogic content; further, the visual aspects of spatial and temporal movements (mobility and movability) appeared to have occurred across different semiotic modes, verbal and visual.
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Rachmawati, Dina. "Self-concept of EFL preservice teachers as reflected in their teaching performance". Indonesian Journal of Applied Linguistics 12, n.º 1 (31 de maio de 2022): 40–55. http://dx.doi.org/10.17509/ijal.v12i1.46533.
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A number of studies discussing the significant role of self-concept in the educational field are evident. However, research investigating the self-concept of English as a Foreign Language (EFL) preservice teachers and how the self-concept is reflected in the teaching performance is limited. Thus, this study was aimed at investigating the portrait of the self-concept of English preservice teachers in the Indonesian context and how the self-concept is reflected in their teaching performance. A qualitative research paradigm, especially an explanatory case study design was employed to figure them out. The study found that first, diverse portraits of self-concept i.e. highly positive, moderate, and low or negative self-concept were captured in the participants’ academic self-concept (pedagogic and professional self-concept) with the inclination of higher portrayal in the non-academic sub-aspects of self-concept (social and emotional self-concept). Second, the congruent and incongruent reflection of self-concept were identified. The findings imply that academic aspects of self-concept (pedagogic and professional competence) seem to be contributing factors to the participants’ negative self-perception of their self-concept. Moreover, reflexivity, internal and external frames of reference, and emotion regulation strategies seem to be contributing factors to the construction of the participants’ self-concept. This study concludes that the construction of the participants’ self-concept dynamic during the practicum and its manifestation in the teaching performance is affected by internal and external factors.
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Kemp, Robyn. "Social Pedagogy: Differences and Links to Existing Child Care Practice". Children Australia 36, n.º 4 (1 de dezembro de 2011): 199–206. http://dx.doi.org/10.1375/jcas.36.4.199.
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Some commentators have pointed to the United Kingdom (UK) having a tendency towards reducing ‘new’ concepts or practices so much that they bear little resemblance to the original form. This is why I wish to highlight in this article some of the sometimes subtle, yet profound, differences in a social pedagogical approach to child care in order to better understand the potential of social pedagogy for developing practice. There are five main sections to this article: first, I describe social pedagogy and a conceptualisation of a social pedagogical approach; second, the UK context is examined so as to set the scene for the third, fourth and fifth sections, which examine reflection, relationships and the concept of lifespace through a social pedagogic lens, drawing links to existing good practice in the UK. Although this commentary does not discuss Australian practice, I believe there are some important aspects in the way in which the UK has tried to familiarise itself with social pedagogy that can help Australian readers to better understand some of the subtleties and nuances of the paradigm and inspire their own reflections.
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Blake, Joanna. "Sustainable communities and social work practice learning". Journal of Practice Teaching and Learning 9, n.º 2 (20 de dezembro de 2012): 93–114. http://dx.doi.org/10.1921/jpts.v9i2.393.
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This paper explores the ways that social work practice learning, through community development projects, can help take forward the local sustainability agenda. The first part establishes links between three pedagogic areas: education for sustainability, student learning in the community and social work practice learning. The second section presents a case study of a small-scale, sustainability initiative at the University of Plymouth, UK. The paper negotiates an inherent tension between a broad and all encompassing conceptualisation of education for sustainability, and the specific approach to professional training prescribed for social workers and teachers. The tension mirrors the multi-leveled dimensions of the sustainability initiative under discussion. The case study considers the emergent, methodological approach to learning that was adopted. Prescribed outcomes were actively resisted and the paper argues that this approach carries merit. In closing, aspects of partnership working amongst the community development agencies and university, and future trajectories of the project are elucidated.
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Khairiah, Khairiah, Diana Anggraini, Ulya Rahmanita, Okda Jumanti, Murudian Wijiati e Vevi Asri Lestari. "Problematika Kompetensi di Kalangan Guru Pendidikan Anak Usia Dini (PAUD) di Indonesia". Al-Khair Journal : Management, Education, And Law 1, n.º 2 (4 de janeiro de 2012): 87. http://dx.doi.org/10.29300/kh.v2i2.6281.
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Abstrak: Kompetensi guru di Indonesia telah menciptakan problematika di kalangan guru Pendidikan Anak Usia Dini (PAUD). Sebahagian guru PAUD telah memiliki kompetensi sejalan dengan standard dan kode etik professional guru, dan sebahagian yang lain mengalami problematika dalam menjalankan tugas pokok, fungsi dantanggungjawabnya sebagai guru professionalnya. Tujuan umum selain memetakan problematika kompetensi guru juga menganalisis alasan terjadinya problematika di kalangan guru PAUD. Sedangkan tujuan khusus menganalisis; (1) problematika kompetensi pedagogic; (2) problematika kompetensi kepribadian; (3) problematika kompetensi professional; dan (4) problematika kompetensi social. Menggunakan metode kualitatif deskriptif untuk menggali data primer dan data sekunder. Hasil penelitian menunjukkan: (1) masih terdapat sebahagian guru PAUD yang belum memenuhi standar kompetensi pedagogic secara optimal; (2) masih terdapat sebahagian guru PAUD yang belum memenuhi standar kompetensi kepribadian secara optimal; (3) masih terdapat guru PAUD yang belum memnuhi standar kompetensi professional secara optimal; dan (4) masih terdapat sebahagian guru PAUD yang belum memiliki standar kompetensi social secara optimal. Tulisan ini dapat disimpulkan bahwa telah terjadi problematikan kompetensi guru di kalangan guru PAUD yang disebabkan atas keterbatasan kemampuan guru dalam menjalankan tugas pokok, fungsi dan tanggungjawab dalam menjalankan kewajiban dan haknya dalam pembelajaran. Sehingga tulisan ini dapat menyarankan, diperlukan adanya peneliti lanjutan dengan memperhatikan aspek komparasi secara kewilayahan dengan bersumber pada data yang bervariasi, sehingga kebijakan yang lebih akurat dapat dirumuskan dalam mengatasi problematika kompetensi di kalangan guru PAUD. Kata kunci : Problematika, Kompetensi, Dikalangan Guru PAUD, di Indonesia Abstract: Teacher competence in Indonesia has created problems among Early Childhood Education (PAUD) teachers. Some PAUD teachers already have competence in line with the standards and professional code of ethics of teachers, and some others experience problems in carrying out their main duties, functions and responsibilities as professional teachers. The general objective, apart from mapping the problems of teacher competence, is also to analyze the reasons for the problems among PAUD teachers. While the specific purpose of analyzing; (1) the problem of pedagogic competence; (2) personality competence problems; (3) the problem of professional competence; and (4) the problem of social competence. Using descriptive qualitative methods to explore primary data and secondary data. The results showed: (1) there are still some PAUD teachers who have not met the pedagogic competency standards optimally; (2) there are still some PAUD teachers who have not met the personality competency standards optimally; (3) there are still PAUD teachers who have not met professional competency standards optimally; and (4) there are still some PAUD teachers who do not have optimal social competence standards. This paper can be concluded that there has been a problem of teacher competence among PAUD teachers due to the limited ability of teachers to carry out their main tasks, functions and responsibilities in carrying out their obligations and rights in learning. So that this paper can suggest, further research is needed by paying attention to comparative aspects of regionalism based on varied data, so that more accurate policies can be formulated in overcoming competency problems among PAUD teachers.Keywords: Problematics, Competence, Among PAUD Teachers, in Indonesia
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Nur’aini, Khumaeroh Dwi, e Maria F. V. Ruslau. "KINERJA GURU MATEMATIKA BERDASARKAN PERSEPSI DAN KOMPETENSI SISWA SMP DI KOTA MERAUKE". Journal of Honai Math 3, n.º 1 (3 de abril de 2020): 13–26. http://dx.doi.org/10.30862/jhm.v3i1.106.
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This study aims to evaluate the strengths and weaknesses of teachers in the teaching process in terms of aspects of mathematics teacher competency. It describes how the four teacher competencies have been running in the learning process in the classroom based on students' perceptions related to student competencies themselves using Structural Equation Modeling data analysis techniques (SEM). The study population was all junior high school students in Merauke City, Papua. The method of sampling was used proportional random sampling, which is continued by simple random sampling, to obtain a total sample of 436 students. The data collection was carried out by distributing questionnaires to students' perceptions about the performance of mathematics teachers consisting of 48 questions in the form of a Likert scale. The results obtained that pedagogic and social competencies are competencies that affect student competencies with mathematics teacher pedagogical competence is most influential on student competencies. Therefore, to improve student competency, teachers need to improve pedagogical and social competence.
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Rolfe, Vivien. "A Systematic Review Of The Socio-Ethical Aspects Of Massive Online Open Courses". European Journal of Open, Distance and E-Learning 18, n.º 1 (1 de julho de 2015): 52–71. http://dx.doi.org/10.1515/eurodl-2015-0004.
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English Abstract Massive open online courses (MOOCs) offer learners across the globe unprecedented access to education. Through sophisticated e-learning technologies and web approaches, MOOCs attract massive scale participation and global interest. Some commercial ventures place social equality at the heart of their missions, claiming to empower communities by making education accessible and affordable. In reality, the socio-ethical impact of MOOCs has not been investigated fully, so it is not clear whether they meet these aspirations. The aim of this study was to conduct a systematic literature review to examine the socio-ethical dimensions of MOOCs. The results showed a paucity of literature specifically addressing the subject in question, although there was evidence of many innovative approaches underway to examine new paradigms within learning analytics and online study behaviour that are emerging because of MOOCs. A small number of papers explored new pedagogic approaches such as conducting peer assessment on a massive scale, and how learning groups connect and establish on the open web. To conclude, this paper begins to provide a framework on which to consider the socio-ethical dimensions of MOOCs. There is a need for good quality research to provide an evidence-base to ensure MOOCs deliver a socially equitable learning experience.