Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.069
Eva Imania Eliasa, Sunaryo Kartasasmita, Ilfiandra
This study aims to determine perceptions of peace based on the students, conflict resolution and expectations for class peace. The research approach used narrative type qualitative research. The participants of the research were 22 students of Grade K11 of SMAN 1 Kalasan, Yogyakarta. The interview was done with 6 participants using purposive random sampling technique. The data collection was using an expressive writing and interview. The technique of data analysis used the steps of character of narrative research. The result of the research was that the students did not feel peacefultowards themselves and at their class. The conflict resolution done by the students was just silent. They had not tried any action yet. Their expectations were that their class became more solid and they could work together.
{"title":"Is There Peace in My Classroom? A Student’s Perspective of Peace with Narrative Research in Senior High Schools in Yogyakarta","authors":"Eva Imania Eliasa, Sunaryo Kartasasmita, Ilfiandra","doi":"10.2991/assehr.k.200130.069","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.069","url":null,"abstract":"This study aims to determine perceptions of peace based on the students, conflict resolution and expectations for class peace. The research approach used narrative type qualitative research. The participants of the research were 22 students of Grade K11 of SMAN 1 Kalasan, Yogyakarta. The interview was done with 6 participants using purposive random sampling technique. The data collection was using an expressive writing and interview. The technique of data analysis used the steps of character of narrative research. The result of the research was that the students did not feel peacefultowards themselves and at their class. The conflict resolution done by the students was just silent. They had not tried any action yet. Their expectations were that their class became more solid and they could work together.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121133671","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.102
Lilis Madyawati, Hamron Zubadi, Khusnul Laely, D. Prihati
As the response of the right on education for the children with special needs, inclusive preschools emerge. This study questions the management of inclusive preschool in disaster areas in Wonosobo. It was a qualitative research that used interview, observation, and documentation as the method of data collection. The researchers employed preliminary research, test of instrument, and professional judgement. Descriptive qualitative was the approach used in this study. The subjects of this study were school principals, teachers and staff, children with special needs, and therapist (assistant teacher) and also the documents of inclusive preschool management from three preschools in Wonosobo. The finding showed that the three institutions have the effort to accommodate and facilitate the students with special needs to develop their potential. The inclusive education aimed at building a strong Islamic character into the students. The management of inclusive preschool in Wonosobo included planning, organizing, implementing, and evaluating. Planning is closely related to the institution's vision, mission and the work plan supported by the ownership of human resources. Furthermore, inclusive preschools in Wonosobo instructed the school principals to carry out a scheduled monitoring function on the performance and process of the institution.
{"title":"Inclusive Early Childhood Education Management in Disaster Areas of Wonosobo Regency, Central Java","authors":"Lilis Madyawati, Hamron Zubadi, Khusnul Laely, D. Prihati","doi":"10.2991/assehr.k.200130.102","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.102","url":null,"abstract":"As the response of the right on education for the children with special needs, inclusive preschools emerge. This study questions the management of inclusive preschool in disaster areas in Wonosobo. It was a qualitative research that used interview, observation, and documentation as the method of data collection. The researchers employed preliminary research, test of instrument, and professional judgement. Descriptive qualitative was the approach used in this study. The subjects of this study were school principals, teachers and staff, children with special needs, and therapist (assistant teacher) and also the documents of inclusive preschool management from three preschools in Wonosobo. The finding showed that the three institutions have the effort to accommodate and facilitate the students with special needs to develop their potential. The inclusive education aimed at building a strong Islamic character into the students. The management of inclusive preschool in Wonosobo included planning, organizing, implementing, and evaluating. Planning is closely related to the institution's vision, mission and the work plan supported by the ownership of human resources. Furthermore, inclusive preschools in Wonosobo instructed the school principals to carry out a scheduled monitoring function on the performance and process of the institution.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130080797","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.089
Hazhira Qudsyi, A. Sholeh, Nyda Afsari
Purpose of this study is to identify the effectiveness of self-monitoring training through peer education to improve life satisfaction for college students through peer education. This study uses a quantitative approach with a quasi-experimental method. Participants in the study were 30 students of Universitas Islam Indonesia at Yogyakarta City, Indonesia, which consisted of 14 students in the experimental group and 16 students in the control group. This research instrument uses a self-report scale, namely Satisfaction with Life Scale (SLWS) to measure life satisfaction variable, and also uses focus group discussion to gain more responses. The analysis technique used was ANOVA mixed design analysis to test the difference between pre-test and post-test scores in experimental group and control group. In this study, self-monitoring carried out by individuals through peer education media is assumed to be one of the strategies to increase life satisfaction felt by students. Design of the selfmonitoring intervention program was provided in 8 sessions, which generally consisted of program orientation, psycho-education, reflection, and practice. Result of data analysis showed that self-monitoring training through peer education does not have a significant effect to improve life satisfaction. However, based on focus group discussion, some respondents said that respondents were able to understand themselves, know the right and wrong things, feel always watched, and be able to do self-introspection. Some participants conveyed in the focus group discussion process that the process of self-monitoring through peer education gave rise to the determination to be better after the program took place.
{"title":"Life Satisfaction Among College Students: The Role of Self-Monitoring Through Peer Education","authors":"Hazhira Qudsyi, A. Sholeh, Nyda Afsari","doi":"10.2991/assehr.k.200130.089","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.089","url":null,"abstract":"Purpose of this study is to identify the effectiveness of self-monitoring training through peer education to improve life satisfaction for college students through peer education. This study uses a quantitative approach with a quasi-experimental method. Participants in the study were 30 students of Universitas Islam Indonesia at Yogyakarta City, Indonesia, which consisted of 14 students in the experimental group and 16 students in the control group. This research instrument uses a self-report scale, namely Satisfaction with Life Scale (SLWS) to measure life satisfaction variable, and also uses focus group discussion to gain more responses. The analysis technique used was ANOVA mixed design analysis to test the difference between pre-test and post-test scores in experimental group and control group. In this study, self-monitoring carried out by individuals through peer education media is assumed to be one of the strategies to increase life satisfaction felt by students. Design of the selfmonitoring intervention program was provided in 8 sessions, which generally consisted of program orientation, psycho-education, reflection, and practice. Result of data analysis showed that self-monitoring training through peer education does not have a significant effect to improve life satisfaction. However, based on focus group discussion, some respondents said that respondents were able to understand themselves, know the right and wrong things, feel always watched, and be able to do self-introspection. Some participants conveyed in the focus group discussion process that the process of self-monitoring through peer education gave rise to the determination to be better after the program took place.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130944062","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.083
Eko Setijo Pudjiantoro
The purpose of this study is to analyze education and training programs specializing in Navy officers, using qualitative approaches and descriptive methods. Data analysis was carried out qualitatively through the stages of interviews, observation, documentation and evaluation of Kirkpatrick's four-level model by Donal L. Kirkpatrick and James D. Kirkpatrick. The study also distributed questionnaires to educators and education staff at Kodiklatal as many as 50 people, students who attended training as many as 30 people, coworkers and superiors in the workplace of former students as many as 50 people. Based on calculations using the Linkers Scale, the results obtained are: (1) Reaction, that the reaction aspects of students in training received an average score of 3.4 which means good that students feel satisfied with the readiness to conduct education; (2) Learning, that aspects of learning obtain an average value of 3.3 which means good that all the subject matter given by educators is easily understood by students; (3) Behavior, that the behavior aspect gets an average value of 3.8 which means good behavior during education and after returning to the workplace behaves well; and (4) Results, that the results aspect obtained an average value of 3.7 which means good meaning the former participants after attending the training had motivation, innovation and performance on the personnel field in the Indonesian Navy organization .
本研究的目的是分析专门针对海军军官的教育和培训计划，采用定性方法和描述性方法。通过访谈、观察、文献记录和评价Donal L. Kirkpatrick和James D. Kirkpatrick的四层模型，对数据进行定性分析。该研究还向Kodiklatal的教育工作者和教育人员分发了多达50人的调查问卷，向参加培训的学生分发了多达30人的调查问卷，向以前学生的工作场所的同事和上级分发了多达50人的调查问卷。根据Linkers量表的计算，得到的结果是:(1)反应，学生在训练中的反应方面平均得分为3.4分，这意味着学生对进行教育的准备感到满意;(2)学习，学习各方面的平均得分为3.3，这意味着教育者所提供的所有主题都很容易被学生理解;(3)行为方面，行为方面的平均得分为3.8，说明在学习期间表现良好，回到工作岗位后表现良好;(4)结果，结果方面的平均值为3.7，表示参加培训后的前参与者在印度尼西亚海军组织的人事领域具有动力，创新和绩效。
{"title":"Evaluation of Education and Training Programs for Naval Officers Personnel Specialization in Kodiklatal (Naval School)","authors":"Eko Setijo Pudjiantoro","doi":"10.2991/assehr.k.200130.083","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.083","url":null,"abstract":"The purpose of this study is to analyze education and training programs specializing in Navy officers, using qualitative approaches and descriptive methods. Data analysis was carried out qualitatively through the stages of interviews, observation, documentation and evaluation of Kirkpatrick's four-level model by Donal L. Kirkpatrick and James D. Kirkpatrick. The study also distributed questionnaires to educators and education staff at Kodiklatal as many as 50 people, students who attended training as many as 30 people, coworkers and superiors in the workplace of former students as many as 50 people. Based on calculations using the Linkers Scale, the results obtained are: (1) Reaction, that the reaction aspects of students in training received an average score of 3.4 which means good that students feel satisfied with the readiness to conduct education; (2) Learning, that aspects of learning obtain an average value of 3.3 which means good that all the subject matter given by educators is easily understood by students; (3) Behavior, that the behavior aspect gets an average value of 3.8 which means good behavior during education and after returning to the workplace behaves well; and (4) Results, that the results aspect obtained an average value of 3.7 which means good meaning the former participants after attending the training had motivation, innovation and performance on the personnel field in the Indonesian Navy organization .","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123944216","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.082
D. Hidayati, A. Komariah, A. M. Mirfani
A focus of this research is to analyze the effect of information technology on the quality of learning process in junior high school in Bandung. This research is to analyze the impact of information technology in improving the quality of learning process consisting of a plan, organization, technical procedures, and learning process in the school. This research uses qualitative approach using descriptive analysis method. The technique of data collection is interview, observation and document analysis. The research result shows that information technology currently is a vital part of learning process however it is still needed a teacher role in collaborating all information from the class, so the school rule or policy based on information technology is formulated into school vision, mission and goal regarding the use of information technology needed in learning process in the school, so the result of study is qualified.
{"title":"The Effect of Information Technology on the Quality of Teaching Learning Process in Junior High School in Bandung","authors":"D. Hidayati, A. Komariah, A. M. Mirfani","doi":"10.2991/assehr.k.200130.082","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.082","url":null,"abstract":"A focus of this research is to analyze the effect of information technology on the quality of learning process in junior high school in Bandung. This research is to analyze the impact of information technology in improving the quality of learning process consisting of a plan, organization, technical procedures, and learning process in the school. This research uses qualitative approach using descriptive analysis method. The technique of data collection is interview, observation and document analysis. The research result shows that information technology currently is a vital part of learning process however it is still needed a teacher role in collaborating all information from the class, so the school rule or policy based on information technology is formulated into school vision, mission and goal regarding the use of information technology needed in learning process in the school, so the result of study is qualified.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114555537","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.109
N. A. Nadhirah, Ilfiandra
Violence is adolescents an important topic for educators and school psychologists. Adolescents commit violence, destruction or persecution because they do not how to resolve conflict constructively. The study aimed to evaluate the effectiveness of cultivating peace model for developing students’ peaceful competencies. The study used a quantitative approach, quasi-experimental methods, with pre-test and post-test control group design. The participants were 10 th -grade students of X Senior High School in West Java that divide into the control group (25 students) and experimental group (28 students) were determined by purposive sampling technique. The instrument used is a peaceful competency instrument from APEID using the rating scale model. Based on the results of the Mann Whitney U-test with the acquisition of p = 0.247, because of p> 0.05 means that the cultivation peace program ineffective to develop peaceful competencies of students. The development of peaceful and harmonious living competencies requires supporting factors to influence the process of inculcating a culture of peace such as the involvement of schools in the implementation of a culture of peace in schools, and the inculcation of other core values of peace.
{"title":"Cultivating Peace Model for Development of Peaceful Life Competencies of Adolescents","authors":"N. A. Nadhirah, Ilfiandra","doi":"10.2991/assehr.k.200130.109","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.109","url":null,"abstract":"Violence is adolescents an important topic for educators and school psychologists. Adolescents commit violence, destruction or persecution because they do not how to resolve conflict constructively. The study aimed to evaluate the effectiveness of cultivating peace model for developing students’ peaceful competencies. The study used a quantitative approach, quasi-experimental methods, with pre-test and post-test control group design. The participants were 10 th -grade students of X Senior High School in West Java that divide into the control group (25 students) and experimental group (28 students) were determined by purposive sampling technique. The instrument used is a peaceful competency instrument from APEID using the rating scale model. Based on the results of the Mann Whitney U-test with the acquisition of p = 0.247, because of p> 0.05 means that the cultivation peace program ineffective to develop peaceful competencies of students. The development of peaceful and harmonious living competencies requires supporting factors to influence the process of inculcating a culture of peace such as the involvement of schools in the implementation of a culture of peace in schools, and the inculcation of other core values of peace.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128131537","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.127
D. Sawitri, B. Suryadi
Career exploration captures the gathering of information relevant to career progress. Career explorations in adolescents are crucial to examine, as they are essential actions required to realise one’s career aspirations. Career aspirations are important to study, as they are forerunners to future career choices and attainment. However, little is known about how socio-economic status influences the relationship between career aspirations and career exploration. This study aimed to investigate the moderating role of socio-economic status in the relationship between career aspirations and career exploration. We collected data from 589 students from two state high schools in Semarang, Indonesia, M age = 15.93 years, SD age = .53, 52.6% female. We used the Career Aspirations Scale (α = .70), Career Exploration Scale (α = .82), and demographic questions. Hierarchical regression analyses demonstrated that as career aspirations increased, career exploration increased for high and low socio-economic status groups, but increased more noticeably for the high socio-economic status group. Our results highlight the important role of socio-economic status in the way career aspirations lead to engagement in exploration of self and the world of work. Recommendations for students, policy maker, and practitioners are discussed.
{"title":"The Role of Socioeconomic Status in the Relationship Between Career Aspirations and Engagement in Career Exploration","authors":"D. Sawitri, B. Suryadi","doi":"10.2991/assehr.k.200130.127","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.127","url":null,"abstract":"Career exploration captures the gathering of information relevant to career progress. Career explorations in adolescents are crucial to examine, as they are essential actions required to realise one’s career aspirations. Career aspirations are important to study, as they are forerunners to future career choices and attainment. However, little is known about how socio-economic status influences the relationship between career aspirations and career exploration. This study aimed to investigate the moderating role of socio-economic status in the relationship between career aspirations and career exploration. We collected data from 589 students from two state high schools in Semarang, Indonesia, M age = 15.93 years, SD age = .53, 52.6% female. We used the Career Aspirations Scale (α = .70), Career Exploration Scale (α = .82), and demographic questions. Hierarchical regression analyses demonstrated that as career aspirations increased, career exploration increased for high and low socio-economic status groups, but increased more noticeably for the high socio-economic status group. Our results highlight the important role of socio-economic status in the way career aspirations lead to engagement in exploration of self and the world of work. Recommendations for students, policy maker, and practitioners are discussed.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127777319","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.067
Atik Asriandani, N. Budiman, I. Saripah
Success and failure is a real phenomenon in human life, as well as in adolescents. In every life, it can not be separated from problems and difficulties. Adolescents today not a few who overcome the difficulties destructively, some of which are the involvement of adolescents in drug cases, suicide, tendency to avoid obligations, moody, blame others, and hate individuals who continue to struggle. Therefore, adolescents are expected to be able to overcome various difficulties they face effectively, because they are the forerunners of professional workers who will be the drivers of the nation's development progression. Adolescents need to have the ability to respond to difficulties positively, survive in a state of despair, not give up easily and can solve any difficulties called adversity intelligence. One effort to develop adversity intelligence is teenagers with experiential based counseling. Experiential based counseling is one of a series of activities that focuses on experience and reflected, then forms a new principle for adolescents that will be a guide to the creation of more positive new behaviors. The benefits of experiential based counseling make it possible to transfer learning in the real world. Experiential based counseling is expected to be able to build dimensions of adversity intelligence, namely control, origin & ownership, reach and endurance (CO2RE). The writing of this article aims to describe experiential based counseling as one of the effective efforts to improve adversity adolescent intelligence. The research method used is a literature study.
{"title":"Experiential-Based Counseling: to Improve Adversity Intelligence Adolescent","authors":"Atik Asriandani, N. Budiman, I. Saripah","doi":"10.2991/assehr.k.200130.067","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.067","url":null,"abstract":"Success and failure is a real phenomenon in human life, as well as in adolescents. In every life, it can not be separated from problems and difficulties. Adolescents today not a few who overcome the difficulties destructively, some of which are the involvement of adolescents in drug cases, suicide, tendency to avoid obligations, moody, blame others, and hate individuals who continue to struggle. Therefore, adolescents are expected to be able to overcome various difficulties they face effectively, because they are the forerunners of professional workers who will be the drivers of the nation's development progression. Adolescents need to have the ability to respond to difficulties positively, survive in a state of despair, not give up easily and can solve any difficulties called adversity intelligence. One effort to develop adversity intelligence is teenagers with experiential based counseling. Experiential based counseling is one of a series of activities that focuses on experience and reflected, then forms a new principle for adolescents that will be a guide to the creation of more positive new behaviors. The benefits of experiential based counseling make it possible to transfer learning in the real world. Experiential based counseling is expected to be able to build dimensions of adversity intelligence, namely control, origin & ownership, reach and endurance (CO2RE). The writing of this article aims to describe experiential based counseling as one of the effective efforts to improve adversity adolescent intelligence. The research method used is a literature study.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114300262","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.104
R. Jusuf, W. Sopandi, A. R. Wulan, U. Sa’ud
The ability of elementary school teachers to understand pedagogical competencies is absolutely necessary to carry out their duties as professional educators. The purpose of this study was to determine the pedagogical competence of elementary school teachers in understanding creative thinking assessment based on the characteristics of the city. This study involved 14 teachers who served in public elementary schools in the downtown, semi-urban, and suburban areas. The test and non-test instruments used to determine the pedagogical abilities of elementary school teachers are questions of creative thinking in the form of multiple choice and interviews. Data are analyzed qualitatively and quantitatively. The results of the study indicate that the ability of elementary school teachers is very different from the characteristics of the region, namely; Teachers who work in public elementary schools in the downtown area have an average capability of 63,2%, which is in the category of "Good", semi-urban areas at 71,6%, and suburban area at 70,0%. The main factors that can influence these differences are teaching practice and academic qualifications, while regional factors have less influence on the ability of teachers to understand the concept of science creative thinking assessment. This can be seen from the results above, teachers who work in public elementary schools in semi-urban and suburban areas that have good knowledge compared to those in the downtown area.
{"title":"Analysis of Pedagogic Competence of Elementary School Teachers Based on Regional Characteristics","authors":"R. Jusuf, W. Sopandi, A. R. Wulan, U. Sa’ud","doi":"10.2991/assehr.k.200130.104","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.104","url":null,"abstract":"The ability of elementary school teachers to understand pedagogical competencies is absolutely necessary to carry out their duties as professional educators. The purpose of this study was to determine the pedagogical competence of elementary school teachers in understanding creative thinking assessment based on the characteristics of the city. This study involved 14 teachers who served in public elementary schools in the downtown, semi-urban, and suburban areas. The test and non-test instruments used to determine the pedagogical abilities of elementary school teachers are questions of creative thinking in the form of multiple choice and interviews. Data are analyzed qualitatively and quantitatively. The results of the study indicate that the ability of elementary school teachers is very different from the characteristics of the region, namely; Teachers who work in public elementary schools in the downtown area have an average capability of 63,2%, which is in the category of \"Good\", semi-urban areas at 71,6%, and suburban area at 70,0%. The main factors that can influence these differences are teaching practice and academic qualifications, while regional factors have less influence on the ability of teachers to understand the concept of science creative thinking assessment. This can be seen from the results above, teachers who work in public elementary schools in semi-urban and suburban areas that have good knowledge compared to those in the downtown area.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114864677","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}
Pub Date : 2020-02-07DOI: 10.2991/assehr.k.200130.110
N. R. Siregar, S. Wimbarti, Sri Koesrohmaniah, Y. Sunardi
The literature study was aim to describe the important role of neuropsychology in relation with the process of learning mathematical word problem. In this case, the involvement basic components of executive function (EF) which is consist of working memory, inhibition control, and shifting. The components of EF play an important role in higher order cognitive process to solve mathematics word problem, i.e. reasoning, planning, monitoring and problem solving. Implication for further study will consider basic components of EF capacity to design explicit instruction to improve mathematics word problem solving ability in the classroom.
{"title":"What Neuropsychology Says about Mathematical Word Problem Solving: Contribution of Executive Function in Educational Setting","authors":"N. R. Siregar, S. Wimbarti, Sri Koesrohmaniah, Y. Sunardi","doi":"10.2991/assehr.k.200130.110","DOIUrl":"https://doi.org/10.2991/assehr.k.200130.110","url":null,"abstract":"The literature study was aim to describe the important role of neuropsychology in relation with the process of learning mathematical word problem. In this case, the involvement basic components of executive function (EF) which is consist of working memory, inhibition control, and shifting. The components of EF play an important role in higher order cognitive process to solve mathematics word problem, i.e. reasoning, planning, monitoring and problem solving. Implication for further study will consider basic components of EF capacity to design explicit instruction to improve mathematics word problem solving ability in the classroom.","PeriodicalId":269449,"journal":{"name":"Proceedings of the International Conference on Educational Psychology and Pedagogy - \"Diversity in Education\" (ICEPP 2019)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131228157","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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