Digital learning media are needed by educators to create meaningful learning. So, it needs a lot of creative, effective, and educational innovations. This study aims to describe the state of mathematics learning media in elementary schools and to analyze the need for developing interactive multimedia learning based on a guided inquiry on geometry material for fifth-grade elementary schools in Surakarta. The method in this research is qualitative and quantitative research designs. The data collection technique used a purposive sampling technique. The sample taken consisted of 116 students and 4 teachers. Interviews, observations, and document analysis were used for qualitative data collection, while quantitative data were carried out using questionnaires. An interactive analysis is used to describe the data that has been collected. From the data obtained, it can be seen that the teacher sometimes does not have time to prepare learning media. Students and teachers never use interactive mathematics learning multimedia. There are some misconceptions in geometry material so that students are unable to solve problems. Teachers and students need interactive and educational learning media. From the facts and needs of instructional media, it is necessary to develop interactive multimedia learning based on guided inquiry to improve students' problem-solving abilities in geometry material.
{"title":"Analysis of The Need For The Development of Geometry Interactive Learning Multimedia Based On Guided-Inquiry In Elementary Schools","authors":"Algiyan Eko Prasetya, S. Slamet, B. Usodo","doi":"10.1145/3452144.3453737","DOIUrl":"https://doi.org/10.1145/3452144.3453737","url":null,"abstract":"Digital learning media are needed by educators to create meaningful learning. So, it needs a lot of creative, effective, and educational innovations. This study aims to describe the state of mathematics learning media in elementary schools and to analyze the need for developing interactive multimedia learning based on a guided inquiry on geometry material for fifth-grade elementary schools in Surakarta. The method in this research is qualitative and quantitative research designs. The data collection technique used a purposive sampling technique. The sample taken consisted of 116 students and 4 teachers. Interviews, observations, and document analysis were used for qualitative data collection, while quantitative data were carried out using questionnaires. An interactive analysis is used to describe the data that has been collected. From the data obtained, it can be seen that the teacher sometimes does not have time to prepare learning media. Students and teachers never use interactive mathematics learning multimedia. There are some misconceptions in geometry material so that students are unable to solve problems. Teachers and students need interactive and educational learning media. From the facts and needs of instructional media, it is necessary to develop interactive multimedia learning based on guided inquiry to improve students' problem-solving abilities in geometry material.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115568107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nadhifah Rahmadini Hidayat, Razahra Asdi, Nila Fitria
This study discusses the role of parents in improving children's fine motor skills at home during the COVID-19 pandemic. fine motor is a motor activity that involves the activity of small or smooth muscles. This movement requires eye and hand coordination and good motion control that enables it to perform accuracy and precision in motion. The purpose of this study is the role of parents in stimulating fine motor skills during the COVID-19 pandemic, and what are fine motor activities that can be done with children while at home. This research uses a literature study method. The results of this study explain what role parents do in improving children's fine motor skills at home and describe the fine motor activities that can be carried out during the COVID-19 pandemic. The author hopes that the results of this study can provide benefits and inspiration, especially for parents of toddlers and for readers in general.
{"title":"Role of Parents in Improving Children's Fine Motor Skills at Home during the COVID-19 Pandemic","authors":"Nadhifah Rahmadini Hidayat, Razahra Asdi, Nila Fitria","doi":"10.1145/3452144.3452229","DOIUrl":"https://doi.org/10.1145/3452144.3452229","url":null,"abstract":"This study discusses the role of parents in improving children's fine motor skills at home during the COVID-19 pandemic. fine motor is a motor activity that involves the activity of small or smooth muscles. This movement requires eye and hand coordination and good motion control that enables it to perform accuracy and precision in motion. The purpose of this study is the role of parents in stimulating fine motor skills during the COVID-19 pandemic, and what are fine motor activities that can be done with children while at home. This research uses a literature study method. The results of this study explain what role parents do in improving children's fine motor skills at home and describe the fine motor activities that can be carried out during the COVID-19 pandemic. The author hopes that the results of this study can provide benefits and inspiration, especially for parents of toddlers and for readers in general.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114222419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Marmoah, S. Istiyati, Hasan Mahfud, Hadiyah, Matsuri
This study aims to determine teacher's understanding and participation in scientific writing and describe their obstacles in improving scientific writing skills. This study is qualitative. Study with a descriptive design. Public elementary school teachers in Laweyan District, Surakarta were the subjects of this study. The study was conducted from February to July 2020. Data collection techniques include interviews and documentation while data validity techniques include source triangulation. Qualitative descriptive analysis was employed through four stages of data collection, data reduction, data presentation, and conclusion drawing. The results show that (1) the level of teacher's understanding of scientific writing is 40% (understand) and 60% (not understand); (2) the level of teacher's participation in scientific writing is 20% (often write scientific papers), 60% (rarely write scientific papers), and 20% (have never or never written scientific papers); and (3) factors that inhibit teacher's understanding and participation are internal (age, motivation, and lack of teacher insight and idea development) and external factors (lack of continuous training on scientific writing, school administrative tasks, and financial support). Therefore, this study can guide schools or education offices to improve the workings and programs of continuing professional development before taking into account the obstacles experienced by the teachers to provide appropriate facilities for them.
{"title":"Understanding, Participation, and Obstacles of Elementary School Teachers in Improving Scientific Writing Skills","authors":"S. Marmoah, S. Istiyati, Hasan Mahfud, Hadiyah, Matsuri","doi":"10.1145/3452144.3453838","DOIUrl":"https://doi.org/10.1145/3452144.3453838","url":null,"abstract":"This study aims to determine teacher's understanding and participation in scientific writing and describe their obstacles in improving scientific writing skills. This study is qualitative. Study with a descriptive design. Public elementary school teachers in Laweyan District, Surakarta were the subjects of this study. The study was conducted from February to July 2020. Data collection techniques include interviews and documentation while data validity techniques include source triangulation. Qualitative descriptive analysis was employed through four stages of data collection, data reduction, data presentation, and conclusion drawing. The results show that (1) the level of teacher's understanding of scientific writing is 40% (understand) and 60% (not understand); (2) the level of teacher's participation in scientific writing is 20% (often write scientific papers), 60% (rarely write scientific papers), and 20% (have never or never written scientific papers); and (3) factors that inhibit teacher's understanding and participation are internal (age, motivation, and lack of teacher insight and idea development) and external factors (lack of continuous training on scientific writing, school administrative tasks, and financial support). Therefore, this study can guide schools or education offices to improve the workings and programs of continuing professional development before taking into account the obstacles experienced by the teachers to provide appropriate facilities for them.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124458196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Kusdiyanti, Indra Febrianto, M. N. Zanky, Robby Wijaya
This study focusing on developing an interactive learning media as an implementation of the MOLTA Model (Model for Learning and Teaching Activity) by using Web Enhanced and Virtual Reality technology collaboration to create a young entrepreneur. This study using Research and Development method that was modified from Thiagarajan called 4D and Walter Dick&Lou Carey model. The data analysis technique used is the percentage descriptive technique. The data obtained is then interpreted with descriptive sentences. The testing subject is used by teachers and students in the five high schools in Malang. By implementing the media that was developed, it can change the learning behavior of students and teacher indicated by increasing of teacher activity reach 19,65% from pre-action to action 1 and 4,52% from action 1 to action 2 while student activity also increases reach 30,34% from pre-action to action 1 and 9,24% from action 1 to action 2. This is one indicator to change the economic behavior and lifestyle of high school students through a profitable entrepreneurial activity which important. In this model implementation, there are several aspects such as the delivery of material, interaction with the material, interaction with a teacher, interaction with other students, intra-action. The learning media as an implementation of the MOLTA Model was proven successful to increase teacher and student competence in entrepreneurship learning. This has become an alternative to achieve the success of entrepreneurship learning. This study was recommended various parties to participate and take initiative to increase the implementation success of the MOLTA Model implementation by using this technology in their environment by examined more government policy that can not be reached by this study.
{"title":"Web Enhanced Course-Based Virtual Reality as an Interactive Molta Model Implementation for Entrepreneurship Learning","authors":"H. Kusdiyanti, Indra Febrianto, M. N. Zanky, Robby Wijaya","doi":"10.1145/3452144.3452193","DOIUrl":"https://doi.org/10.1145/3452144.3452193","url":null,"abstract":"This study focusing on developing an interactive learning media as an implementation of the MOLTA Model (Model for Learning and Teaching Activity) by using Web Enhanced and Virtual Reality technology collaboration to create a young entrepreneur. This study using Research and Development method that was modified from Thiagarajan called 4D and Walter Dick&Lou Carey model. The data analysis technique used is the percentage descriptive technique. The data obtained is then interpreted with descriptive sentences. The testing subject is used by teachers and students in the five high schools in Malang. By implementing the media that was developed, it can change the learning behavior of students and teacher indicated by increasing of teacher activity reach 19,65% from pre-action to action 1 and 4,52% from action 1 to action 2 while student activity also increases reach 30,34% from pre-action to action 1 and 9,24% from action 1 to action 2. This is one indicator to change the economic behavior and lifestyle of high school students through a profitable entrepreneurial activity which important. In this model implementation, there are several aspects such as the delivery of material, interaction with the material, interaction with a teacher, interaction with other students, intra-action. The learning media as an implementation of the MOLTA Model was proven successful to increase teacher and student competence in entrepreneurship learning. This has become an alternative to achieve the success of entrepreneurship learning. This study was recommended various parties to participate and take initiative to increase the implementation success of the MOLTA Model implementation by using this technology in their environment by examined more government policy that can not be reached by this study.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123266977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education in the era of disruptive characterized by their change of paradigm that is learning centered on student and learning throughout life that goes beyond the limits of space and time. The concept of society 5.0 more pressing on aspects of human or source power human that is how humans are able to do in anticipation against the trend globally from result appears era disruptive. A teacher has a role which is important in the world of education of children of age early in order to optimize the six aspects of the development which the child ages early as optimal. The purpose of this study was to determine the knowledge and skills of teachers Education Children Age Early on literacy digital as a medium of learning in children age early in the era of society 5.0. The research methodology is a case study.. Subject research 30 early childhood teachers as the city of Pontianak, the instruments are used in research of this questionnaire, interview and documentation. Results of the research showed the level of knowledge and skills of literacy digital for early childhood teachers throughout the city of Pontianak on the dimensions of the search engines the average - average 66%, dimensions instructions directions hyipertext average average 63%, and the dimensions of the evaluation of the content of the information average average 62%. conclusions of research is that the ability of the knowledge and skills of literacy digital early childhood teachers belonging pretty well, solutions are offered in order to improve the understanding and skills of literacy digital must be held training literacy digital.
{"title":"Digital Literacy for Early Childhood Education Teachers in Society 5.0","authors":"Sudarti, I. Abdulhak, Rusman, C. Riyana","doi":"10.1145/3452144.3452258","DOIUrl":"https://doi.org/10.1145/3452144.3452258","url":null,"abstract":"Education in the era of disruptive characterized by their change of paradigm that is learning centered on student and learning throughout life that goes beyond the limits of space and time. The concept of society 5.0 more pressing on aspects of human or source power human that is how humans are able to do in anticipation against the trend globally from result appears era disruptive. A teacher has a role which is important in the world of education of children of age early in order to optimize the six aspects of the development which the child ages early as optimal. The purpose of this study was to determine the knowledge and skills of teachers Education Children Age Early on literacy digital as a medium of learning in children age early in the era of society 5.0. The research methodology is a case study.. Subject research 30 early childhood teachers as the city of Pontianak, the instruments are used in research of this questionnaire, interview and documentation. Results of the research showed the level of knowledge and skills of literacy digital for early childhood teachers throughout the city of Pontianak on the dimensions of the search engines the average - average 66%, dimensions instructions directions hyipertext average average 63%, and the dimensions of the evaluation of the content of the information average average 62%. conclusions of research is that the ability of the knowledge and skills of literacy digital early childhood teachers belonging pretty well, solutions are offered in order to improve the understanding and skills of literacy digital must be held training literacy digital.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123851246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to develop an instrument for evaluating the process of strengthening ideology. The research begins with a review of the quality of teacher-student interaction and comprehensive method in value education for the basis of item development. The developed item was validated by 11 experts and was tested limitedly at Al-Irsyad Purwokerto Junior High School by involving 165 students and then expanded at other Junior High Schools in Al Irsyad Cirebon, Surakarta, and Banyuwangi by involving 222 students. Expert assessment data were analyzed by using Aiken's formula, limited trial data were analyzed by factor analysis, and expanded trial data were analyzed by CFA. The research result shows that the factor loading (FL) aspect of emotional support is at the lowest of 0.649 (>0.5), the lowest composite reliability value is 0.7484 (>0.7), and the lowest t-value 3,402 (>1.96 for α=5%). The lowest FL value of the class management aspect is 0.546 (>0.5), the lowest composite reliability is 0.7741 (>0.7), and the lowest t-value 2,752 (>1.96). The FL value for the instructional support aspect is at the lowest of 0.656 (>0.5), the lowest composite reliability value is 0.7652 (>0.7), and the lowest t-value 3,496 (>1.96). Based on the results above, it can be concluded that the item of the ideology strengthening process instrument is valid and reliable so that it can be used as an evaluation tool for the process of strengthening ideology in school.
本研究旨在开发一种评估意识形态强化过程的工具。研究首先回顾了价值教育中师生互动的质量和综合方法，作为项目开发的基础。开发的项目经过11位专家的验证，并在Al-Irsyad Purwokerto初中进行了有限的测试，涉及165名学生，然后扩展到Al-Irsyad Cirebon, Surakarta和Banyuwangi的其他初中，涉及222名学生。专家评价资料采用Aiken公式分析，有限试验资料采用因子分析，扩展试验资料采用CFA分析。研究结果表明，情绪支持因子负荷(FL)方面最低为0.649(>0.5)，复合信度值最低为0.7484 (>0.7)，t值最低为3402 (α=5%时>1.96)。班级管理方面最低FL值为0.546(>0.5)，最低复合信度为0.7741(>0.7)，最低t值为2752(>1.96)。教学支持方面的FL值最低为0.656(>0.5)，复合信度值最低为0.7652 (>0.7)，t值最低为3496(>1.96)。综上所述，意识形态强化过程量表项目是有效可靠的，可以作为学校意识形态强化过程的评价工具。
{"title":"The Development of Instrument for Evaluating The Process of Strengthening Religion Ideology","authors":"J. Subando, B. Kartowagiran, S. Munadi","doi":"10.1145/3452144.3452207","DOIUrl":"https://doi.org/10.1145/3452144.3452207","url":null,"abstract":"This research aims to develop an instrument for evaluating the process of strengthening ideology. The research begins with a review of the quality of teacher-student interaction and comprehensive method in value education for the basis of item development. The developed item was validated by 11 experts and was tested limitedly at Al-Irsyad Purwokerto Junior High School by involving 165 students and then expanded at other Junior High Schools in Al Irsyad Cirebon, Surakarta, and Banyuwangi by involving 222 students. Expert assessment data were analyzed by using Aiken's formula, limited trial data were analyzed by factor analysis, and expanded trial data were analyzed by CFA. The research result shows that the factor loading (FL) aspect of emotional support is at the lowest of 0.649 (>0.5), the lowest composite reliability value is 0.7484 (>0.7), and the lowest t-value 3,402 (>1.96 for α=5%). The lowest FL value of the class management aspect is 0.546 (>0.5), the lowest composite reliability is 0.7741 (>0.7), and the lowest t-value 2,752 (>1.96). The FL value for the instructional support aspect is at the lowest of 0.656 (>0.5), the lowest composite reliability value is 0.7652 (>0.7), and the lowest t-value 3,496 (>1.96). Based on the results above, it can be concluded that the item of the ideology strengthening process instrument is valid and reliable so that it can be used as an evaluation tool for the process of strengthening ideology in school.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126158315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to describe the ability of classroom management of primary school teachers. The approval of this study is a qualitative evaluation. Data obtained from observations, interviews, and documentation. Data analysis was carried out by analyzing data, arranging, censoring, looking for patterns and finding what was systematically meaningful. The results of the study show the teacher's ability to manage classrooms from physical conditions: setting tables and chairs in groups and all students face the blackboard, social-emotional: communicating with students and guardian students by forming class communities, and organization: trying problems between students. The conclusion of this study is the ability of teachers in classroom management which is included in both categories. Teacher training is good in implementing classroom management because of the training teachers have often followed so far.
{"title":"Analysis of Teachers Ability of Classroom Management Applications in Primary School","authors":"Yantoro, I. Pamela, Erni Ismaini, Eka Purwanti","doi":"10.1145/3452144.3453839","DOIUrl":"https://doi.org/10.1145/3452144.3453839","url":null,"abstract":"The purpose of this study is to describe the ability of classroom management of primary school teachers. The approval of this study is a qualitative evaluation. Data obtained from observations, interviews, and documentation. Data analysis was carried out by analyzing data, arranging, censoring, looking for patterns and finding what was systematically meaningful. The results of the study show the teacher's ability to manage classrooms from physical conditions: setting tables and chairs in groups and all students face the blackboard, social-emotional: communicating with students and guardian students by forming class communities, and organization: trying problems between students. The conclusion of this study is the ability of teachers in classroom management which is included in both categories. Teacher training is good in implementing classroom management because of the training teachers have often followed so far.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130947652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research starts from the fact that learning nuanced guidance in Extraordinary Elementary Schools (EES) is still not much done so the purpose of this study is to find data about the competence of classroom teachers in implementing guidance nuanced learning in EES. This study uses a quantitative approach with descriptive methods with the number of respondents as many as 34 teachers. Areas that are indicators of the competence of classroom teachers in the implementation of instructional nuances in EES are developing learning activities that educate, and understand and develop the potential of students. The results showed that in developing learning activities that educate most are in the category of less competent, a small portion competent, very competent and the rest are not competent. The ability to understand and develop the potential of students shows that most are in the competent category and the rest are in the category of less and not competent. Based on the data obtained in the results of the study indicate that the competence of EES classroom teachers in developing learning activities that educate, and understand and develop the potential of students has not shown maximum competence so that they still need development assistance using various techniques, methods, strategies, and appropriate approaches so that it can have implications effectively in organizing learning nuanced guidance in EES.
{"title":"Development Of Class Teacher's Pedagogic Competency In The Implementation Of Learning Guidelines In Extraordinary Elementary School (EES)","authors":"Nani Triani, Uman Suherman A.S., Juntika Nurihsan","doi":"10.1145/3452144.3452230","DOIUrl":"https://doi.org/10.1145/3452144.3452230","url":null,"abstract":"This research starts from the fact that learning nuanced guidance in Extraordinary Elementary Schools (EES) is still not much done so the purpose of this study is to find data about the competence of classroom teachers in implementing guidance nuanced learning in EES. This study uses a quantitative approach with descriptive methods with the number of respondents as many as 34 teachers. Areas that are indicators of the competence of classroom teachers in the implementation of instructional nuances in EES are developing learning activities that educate, and understand and develop the potential of students. The results showed that in developing learning activities that educate most are in the category of less competent, a small portion competent, very competent and the rest are not competent. The ability to understand and develop the potential of students shows that most are in the competent category and the rest are in the category of less and not competent. Based on the data obtained in the results of the study indicate that the competence of EES classroom teachers in developing learning activities that educate, and understand and develop the potential of students has not shown maximum competence so that they still need development assistance using various techniques, methods, strategies, and appropriate approaches so that it can have implications effectively in organizing learning nuanced guidance in EES.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115953365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Kuswoyo, E. Sujatna, Akhyar Rido, Lia Maulia Indrayani
In the fourth industrial revolution, globalization of higher education has been significant demands for higher education across national borders, both in the field of teaching and research. Some research has found that linguistic issues become a major problem for most Indonesian students who are studying at overseas universities. The students mostly faced problem in capturing lecture contents or lecture important points delivered by lecturers. This study then looked into the types and functions of theme choices and thematic progression deployed in Engineering English Lecture-Discussion in a university in the Netherlands, where English is used as the medium instruction. The Hallidayan notion of Theme (1994) and thematic progression (Eggins, 2004) were applied. By employing a content qualitative analysis approach, seven lecturers were selected and video-taped during formal teaching hours. A total of 394 clauses in the Engineering English Lecture discussion were identified and analyzed. The results showed that all clauses have an ideational point of departure or theme and also, the speaker may choose to express an interpersonal and a textual theme. The ideational theme and the combination of constant - zig-zag Theme pattern dominantly occupied the theme system chosen for the Engineering English Lecture-Discussion. In summary, theme choice and progression can be used to develop a text and to facilitate the understanding of the message. So, it will be useful for EFL students to achieve specifiable goals such a lecture content.
{"title":"Theme Choice and Thematic Progression of Discussion Section in Engineering English Lectures","authors":"H. Kuswoyo, E. Sujatna, Akhyar Rido, Lia Maulia Indrayani","doi":"10.1145/3452144.3452194","DOIUrl":"https://doi.org/10.1145/3452144.3452194","url":null,"abstract":"In the fourth industrial revolution, globalization of higher education has been significant demands for higher education across national borders, both in the field of teaching and research. Some research has found that linguistic issues become a major problem for most Indonesian students who are studying at overseas universities. The students mostly faced problem in capturing lecture contents or lecture important points delivered by lecturers. This study then looked into the types and functions of theme choices and thematic progression deployed in Engineering English Lecture-Discussion in a university in the Netherlands, where English is used as the medium instruction. The Hallidayan notion of Theme (1994) and thematic progression (Eggins, 2004) were applied. By employing a content qualitative analysis approach, seven lecturers were selected and video-taped during formal teaching hours. A total of 394 clauses in the Engineering English Lecture discussion were identified and analyzed. The results showed that all clauses have an ideational point of departure or theme and also, the speaker may choose to express an interpersonal and a textual theme. The ideational theme and the combination of constant - zig-zag Theme pattern dominantly occupied the theme system chosen for the Engineering English Lecture-Discussion. In summary, theme choice and progression can be used to develop a text and to facilitate the understanding of the message. So, it will be useful for EFL students to achieve specifiable goals such a lecture content.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121137159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Apip Pirmansyah, U. Suherman, Juntika Nurihsan, Mubiar Agustin
The study aims to determine the competency profile of school counselors at a madrasah in managing guidance and counseling services which include the ability to conduct need assessments, program planning, program implementation, evaluation of program implementation, activity reports, and the follow-up of program development. The method used is descriptive method with research subjects were 25 school counselors of madrasah both public and private by using a data collection instrument in the form of a questionnaire totaling 36 statements. The results showed that the competence of the school counselor of madrasah in managing guidance and counseling services as many as 43% was generally in the poor category, 37% was in a good category and the rest 20% was very good. Thus it can be concluded that basically the school counselor of madrasah in Garut Regency has not been able to manage guidance and counseling services properly. The implications of this study of school counselors can fix things that are still weak and less precise with the objectives to be achieved. School counselors can also develop programs by adding or changing some things that can improve the service quality or the effectiveness of the program.
{"title":"Competency Profile School Counselor in Managing Guidance and Counseling Services in Madrasah in Garut Regency, Indonesia","authors":"Apip Pirmansyah, U. Suherman, Juntika Nurihsan, Mubiar Agustin","doi":"10.1145/3452144.3452161","DOIUrl":"https://doi.org/10.1145/3452144.3452161","url":null,"abstract":"The study aims to determine the competency profile of school counselors at a madrasah in managing guidance and counseling services which include the ability to conduct need assessments, program planning, program implementation, evaluation of program implementation, activity reports, and the follow-up of program development. The method used is descriptive method with research subjects were 25 school counselors of madrasah both public and private by using a data collection instrument in the form of a questionnaire totaling 36 statements. The results showed that the competence of the school counselor of madrasah in managing guidance and counseling services as many as 43% was generally in the poor category, 37% was in a good category and the rest 20% was very good. Thus it can be concluded that basically the school counselor of madrasah in Garut Regency has not been able to manage guidance and counseling services properly. The implications of this study of school counselors can fix things that are still weak and less precise with the objectives to be achieved. School counselors can also develop programs by adding or changing some things that can improve the service quality or the effectiveness of the program.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124315950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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