This study aims to describe character education strategy through example and habituation at elementary school in Kulon Progo which includes student character values, Strengthening Character Education (SCE) program implementation (planning, enforcement and evaluation), obstacles and solutions for implementing the SCE program. This study used a qualitative method. The technique collecting data using observation[u2] , interview and documentation techniques. Sources of data were obtained from the Principal, Class I Teachers, Class IV Teachers, Class I Students and Class IV Students. The data analysis technique used the Miles and Huberman model which includes data collection, data reduction, data presentation and conclusions. Check the validity of the data using source triangulation and technical triangulation. The results showed that the character values at elementary school in Kulon Progo include religious character values, care for the environment, love for the homeland, discipline and responsibility. The implementation of the Strengthening Character Education (SCE) program consists of three stages, namely planning, implementation and evaluation. Planning is integrated into the curriculum, syllabus and lesson plans. Implementation is done by example and habituation. The habituation method is carried out with routine activities, spontaneous, activities and programmed activities. Evaluation is carried out once a week or once a month through official meetings. Barriers to the implementation of the SCE program are the different character of students and the lack of cooperation from various parties. The solution to overcome that is to always remind, provide an example, increase cooperation and communicate more about student behavior
{"title":"Character Education Strategy Through Example and Habitation","authors":"Awalul Maratussholihah, Ari Wibowo","doi":"10.23917/ppd.v9i2.19510","DOIUrl":"https://doi.org/10.23917/ppd.v9i2.19510","url":null,"abstract":"This study aims to describe character education strategy through example and habituation at elementary school in Kulon Progo which includes student character values, Strengthening Character Education (SCE) program implementation (planning, enforcement and evaluation), obstacles and solutions for implementing the SCE program. This study used a qualitative method. The technique collecting data using observation[u2] , interview and documentation techniques. Sources of data were obtained from the Principal, Class I Teachers, Class IV Teachers, Class I Students and Class IV Students. The data analysis technique used the Miles and Huberman model which includes data collection, data reduction, data presentation and conclusions. Check the validity of the data using source triangulation and technical triangulation. The results showed that the character values at elementary school in Kulon Progo include religious character values, care for the environment, love for the homeland, discipline and responsibility. The implementation of the Strengthening Character Education (SCE) program consists of three stages, namely planning, implementation and evaluation. Planning is integrated into the curriculum, syllabus and lesson plans. Implementation is done by example and habituation. The habituation method is carried out with routine activities, spontaneous, activities and programmed activities. Evaluation is carried out once a week or once a month through official meetings. Barriers to the implementation of the SCE program are the different character of students and the lack of cooperation from various parties. The solution to overcome that is to always remind, provide an example, increase cooperation and communicate more about student behavior","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46099762","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}
Deka Silvi Astryani, A. Susanta, I. Koto, E. Susanto
This study aimed to develop student worksheets on cubes and rectangular prisms that were integrated with the science, technology, engineering, and mathematics approach for elementary school students. It is a research and development study that used the ADDIE model, which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The test subjects in this study were fifth-grade students of SDN 3 Bengkulu, who were from two classes of 22 students each. The research instruments consisted of a validation sheet, a student assessment sheet, and a learning outcome test sheet. Data were collected through document analysis, interviews, questionnaires, and tests. The data analysis techniques consisted of expert validity and reliability tests. Results of a product effectiveness test were analyzed using an average difference test involving an experimental group and a control group. The analysis results were as follows: in terms of feasibility in the material aspect, an average Aiken's V score of 0.92 (very valid) and an average validator agreement percentage of 0.86% (high) were obtained; in terms of feasibility in the language aspect, an average Aiken's V score of 0.86 (very valid) and an average validator agreement percentage of 0.90% (high) were obtained; and in terms of feasibility in the presentation and graphic aspect, an average Aiken's V score of 0.83 (very valid) and an average validator agreement percentage of 0.90% (high) were obtained. The STEM-integrated, discovery-learning-based student worksheets were effective at improving the students' learning outcomes. Results of an independent t-test showed that the significance value of each group was 0.000, which was 0.05.
{"title":"STEM-Integrated Student Worksheets on Space Figure Using the Discovery Learning Model for Elementary School Students","authors":"Deka Silvi Astryani, A. Susanta, I. Koto, E. Susanto","doi":"10.23917/ppd.v9i2.19319","DOIUrl":"https://doi.org/10.23917/ppd.v9i2.19319","url":null,"abstract":"This study aimed to develop student worksheets on cubes and rectangular prisms that were integrated with the science, technology, engineering, and mathematics approach for elementary school students. It is a research and development study that used the ADDIE model, which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The test subjects in this study were fifth-grade students of SDN 3 Bengkulu, who were from two classes of 22 students each. The research instruments consisted of a validation sheet, a student assessment sheet, and a learning outcome test sheet. Data were collected through document analysis, interviews, questionnaires, and tests. The data analysis techniques consisted of expert validity and reliability tests. Results of a product effectiveness test were analyzed using an average difference test involving an experimental group and a control group. The analysis results were as follows: in terms of feasibility in the material aspect, an average Aiken's V score of 0.92 (very valid) and an average validator agreement percentage of 0.86% (high) were obtained; in terms of feasibility in the language aspect, an average Aiken's V score of 0.86 (very valid) and an average validator agreement percentage of 0.90% (high) were obtained; and in terms of feasibility in the presentation and graphic aspect, an average Aiken's V score of 0.83 (very valid) and an average validator agreement percentage of 0.90% (high) were obtained. The STEM-integrated, discovery-learning-based student worksheets were effective at improving the students' learning outcomes. Results of an independent t-test showed that the significance value of each group was 0.000, which was 0.05.","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45744917","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}
Several studies in the field of elementary education have examined the preparedness of elementary education to meet the challenges of the 4.0 industrial revolution. Unfortunately, there are currently no data that can be considered conclusive regarding the number of international publications pertaining to elementary education in Indonesia. The current study detailed the progress of elementary mathematics education research from the past to the present. Utilizing a literature review methodology, the study determined elementary mathematics education research trends in Indonesia. Then, a bibliometric analysis was conducted with the R package Biblioshiny to evaluate related articles in order to identify research trends, topics, and keywords. This study revealed that among all affiliations and authors, Sriwijaya University's Elementary Mathematics Education is the most influential. The term retrospective analysis currently leads the trend in elementary mathematics education research keyword usage
{"title":"Bibliometric Review: Elementary and Mathematics Education from Indonesian Authors","authors":"Edi Supriyadi, Sarah Inayah, J. Dahlan, D. Darhim","doi":"10.23917/ppd.v9i2.19481","DOIUrl":"https://doi.org/10.23917/ppd.v9i2.19481","url":null,"abstract":"Several studies in the field of elementary education have examined the preparedness of elementary education to meet the challenges of the 4.0 industrial revolution. Unfortunately, there are currently no data that can be considered conclusive regarding the number of international publications pertaining to elementary education in Indonesia. The current study detailed the progress of elementary mathematics education research from the past to the present. Utilizing a literature review methodology, the study determined elementary mathematics education research trends in Indonesia. Then, a bibliometric analysis was conducted with the R package Biblioshiny to evaluate related articles in order to identify research trends, topics, and keywords. This study revealed that among all affiliations and authors, Sriwijaya University's Elementary Mathematics Education is the most influential. The term retrospective analysis currently leads the trend in elementary mathematics education research keyword usage","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973870","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 study examined critical concerns for reconsidering the future of education in Kenya. These are power/authority, school processes and policies, and the curriculum. Schools have developed regulations that have evolved into school cultures, leading to the institutionalization of education. Learners are enslaved due to administrators' expectations based on institutionalization-causing factors. This study aimed to analyze the elements that influence institutionalized education in Kenya. The issue was examined using both qualitative and quantitative methodologies. The study utilized a 384-person sample with a confidence interval of 0.05, a confidence level of 95%, a Z-score of 1.96, and a standard deviation of 0.5. The study indicated that school policies influence the power and authority of institutionalized education. Curriculum drove the institutionalization of education. The study discovered that headship authority and power institutionalize schools. Power, policies, and curricula institutionalize the elementary and secondary levels of education. This has spurred disobedience among teachers and students.
{"title":"Re-examining Institutionalized Schooling: A New Era in Basic Education Institutions in Kenya","authors":"C. Mackatiani, N. Mackatiani, Mercy Imbova","doi":"10.23917/ppd.v9i2.20327","DOIUrl":"https://doi.org/10.23917/ppd.v9i2.20327","url":null,"abstract":"This study examined critical concerns for reconsidering the future of education in Kenya. These are power/authority, school processes and policies, and the curriculum. Schools have developed regulations that have evolved into school cultures, leading to the institutionalization of education. Learners are enslaved due to administrators' expectations based on institutionalization-causing factors. This study aimed to analyze the elements that influence institutionalized education in Kenya. The issue was examined using both qualitative and quantitative methodologies. The study utilized a 384-person sample with a confidence interval of 0.05, a confidence level of 95%, a Z-score of 1.96, and a standard deviation of 0.5. The study indicated that school policies influence the power and authority of institutionalized education. Curriculum drove the institutionalization of education. The study discovered that headship authority and power institutionalize schools. Power, policies, and curricula institutionalize the elementary and secondary levels of education. This has spurred disobedience among teachers and students.","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68728737","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}
South Africa has made remarkable progress in trying to improve early childhood education by introducing the National Curriculum Framework (NCF) in 2015. The NCF encourages practitioners to engage young children in play-based activities to improve their physical, social, emotional, and cognitive development, as core developmental skills. The main objective of this study was to explore practitioners’ perceptions of play-based pedagogy on the holistic development of young children. The qualitative approach was used to collect information through semi-structured interviews and lesson observations from five participants in the Mpumalanga Province. This study found that despite the Department of Basic Education mandating the implementation of play-based pedagogy in early childhood centers through the National Curriculum Framework challenges are experienced by practitioners. Practitioners had a good understanding of play-based pedagogy and play-based teaching and learning, but they needed continuous professional development and support to implement it in classrooms
{"title":"Practitioners’ Perceptions of Play-Based Pedagogy on the Holistic Development of Young Children","authors":"Nonhlanhla Ntshangase, R. Venketsamy","doi":"10.23917/ppd.v9i2.18477","DOIUrl":"https://doi.org/10.23917/ppd.v9i2.18477","url":null,"abstract":"South Africa has made remarkable progress in trying to improve early childhood education by introducing the National Curriculum Framework (NCF) in 2015. The NCF encourages practitioners to engage young children in play-based activities to improve their physical, social, emotional, and cognitive development, as core developmental skills. The main objective of this study was to explore practitioners’ perceptions of play-based pedagogy on the holistic development of young children. The qualitative approach was used to collect information through semi-structured interviews and lesson observations from five participants in the Mpumalanga Province. This study found that despite the Department of Basic Education mandating the implementation of play-based pedagogy in early childhood centers through the National Curriculum Framework challenges are experienced by practitioners. Practitioners had a good understanding of play-based pedagogy and play-based teaching and learning, but they needed continuous professional development and support to implement it in classrooms","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45550280","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 condition of science literacy in elementary schools continues to transform using various learning technology platforms by following the dynamics of the learning conditions they face. Although previously learning interactions took place normally in the classroom, today's learning also always requires learning interactions in a virtual-based space. This study uses a comparative experimental research design Pretest-Posttest Control Group Design with a sample of 84 students from three grades who were purposively placed in two experimental class groups. Data were collected in the form of a pretest and posttest. The data analysis technique used parametric analysis in the form of the comparative Tukey test. The two models tested were proven to be effective in improving students' science literacy. The results of the comparative analysis prove that the Flipped Learning Model is more positively effective in improving students' science literacy, compared to the application of the Hybrid Learning Model. This technology-based model relies on facilities and infrastructure as a platform to support science literacy in addition to the technological capabilities of teachers and students. This study reveals the implementation of an effective learning model to be used in learning emergencies, including in normal situations after the Covid-19 pandemic
{"title":"Science Literacy in Elementary Schools: A Comparative Study of Flipped Learning and Hybrid Learning Models","authors":"Hamna Hamna, Muh. Khaerul Ummah BK","doi":"10.23917/ppd.v9i2.19667","DOIUrl":"https://doi.org/10.23917/ppd.v9i2.19667","url":null,"abstract":"The condition of science literacy in elementary schools continues to transform using various learning technology platforms by following the dynamics of the learning conditions they face. Although previously learning interactions took place normally in the classroom, today's learning also always requires learning interactions in a virtual-based space. This study uses a comparative experimental research design Pretest-Posttest Control Group Design with a sample of 84 students from three grades who were purposively placed in two experimental class groups. Data were collected in the form of a pretest and posttest. The data analysis technique used parametric analysis in the form of the comparative Tukey test. The two models tested were proven to be effective in improving students' science literacy. The results of the comparative analysis prove that the Flipped Learning Model is more positively effective in improving students' science literacy, compared to the application of the Hybrid Learning Model. This technology-based model relies on facilities and infrastructure as a platform to support science literacy in addition to the technological capabilities of teachers and students. This study reveals the implementation of an effective learning model to be used in learning emergencies, including in normal situations after the Covid-19 pandemic","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48979673","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}
Karisma Anggun Surya, I. Sayekti, Siti Rahaimah Binti Ali
This study aimed to describe the integration of 21st-century skills in implementing the 2013 curriculum at an Indonesian Islamic Elementary School and the challenges and solutions associated with implementing 21st-century skills at the Islamic Elementary School. This study utilised a qualitative research and case study research design. Interviews and documentation were used to collect the data. Triangulation of methods and sources was utilised to validate data. In the meantime, data analysis was conducted using comparative analysis. The results of this study indicated that the integration and implementation of 21st-century skills at the Islamic Elementary School had been comprehensively carried out; however, several obstacles still need to be overcome. It is hoped that this research can serve as an overview of the implementation of 21st-century skills in schools so that any necessary improvements can be made to the learning process. This study implies that decision-makers in Indonesia should expand the knowledge and understanding of teachers regarding 21st-century skills. The current study reveals the implementation of 21st-century skills in primary education
{"title":"Analysis of the Implementation of 21st-Century Skills Based on 2013 Curriculum in Primary Level","authors":"Karisma Anggun Surya, I. Sayekti, Siti Rahaimah Binti Ali","doi":"10.23917/ppd.v9i1.16293","DOIUrl":"https://doi.org/10.23917/ppd.v9i1.16293","url":null,"abstract":"This study aimed to describe the integration of 21st-century skills in implementing the 2013 curriculum at an Indonesian Islamic Elementary School and the challenges and solutions associated with implementing 21st-century skills at the Islamic Elementary School. This study utilised a qualitative research and case study research design. Interviews and documentation were used to collect the data. Triangulation of methods and sources was utilised to validate data. In the meantime, data analysis was conducted using comparative analysis. The results of this study indicated that the integration and implementation of 21st-century skills at the Islamic Elementary School had been comprehensively carried out; however, several obstacles still need to be overcome. It is hoped that this research can serve as an overview of the implementation of 21st-century skills in schools so that any necessary improvements can be made to the learning process. This study implies that decision-makers in Indonesia should expand the knowledge and understanding of teachers regarding 21st-century skills. The current study reveals the implementation of 21st-century skills in primary education","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49416217","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 transition of education from the 4.0 era of the Industrial Revolution to the 5.0 era of the Social Revolution necessitates educators’ skill development. Particularly, technology-based learning devices must be designed with digital literacy and Technological Pedagogical Kontent Knowledge (TPACK) skills in mind so that learning tools for teachers are more creative and innovative. The purpose of this study was to determine the impact of digital literacy and Technological Pedagogical Content Knowledge (TPACK) on the ability of prospective Madrasah Ibtidaiyah science teachers to create learning tools. This study employed a survey approach. Madrasah Ibtidaiyah (Islamic Primary School) IAIN Lhokseumawe sixth-semester preservice teacher students were the subjects of this study. The data collection method employed a questionnaire and a straightforward regression analysis. The results demonstrate a strong correlation between digital literacy and the ability to compose science learning tools. A t-table value of 9.880 indicated a positive and significant relationship between digital literacy and the capacity to organize science learning tools. With a t-table value of -0.562, TPACK has no significant effect on the ability to compose learning tools. Therefore, it can be concluded that digital literacy has a positive effect on the ability of preservice Islamic primary teachers to create science learning tools for their students.
{"title":"Digital Literacy and TPACK’s Impact on Preservice Elementary Teachers’ Ability to Develop Science Learning Tools","authors":"Sarah Fazilla, Anita Yus, M. Muthmainnah","doi":"10.23917/ppd.v9i1.17493","DOIUrl":"https://doi.org/10.23917/ppd.v9i1.17493","url":null,"abstract":"The transition of education from the 4.0 era of the Industrial Revolution to the 5.0 era of the Social Revolution necessitates educators’ skill development. Particularly, technology-based learning devices must be designed with digital literacy and Technological Pedagogical Kontent Knowledge (TPACK) skills in mind so that learning tools for teachers are more creative and innovative. The purpose of this study was to determine the impact of digital literacy and Technological Pedagogical Content Knowledge (TPACK) on the ability of prospective Madrasah Ibtidaiyah science teachers to create learning tools. This study employed a survey approach. Madrasah Ibtidaiyah (Islamic Primary School) IAIN Lhokseumawe sixth-semester preservice teacher students were the subjects of this study. The data collection method employed a questionnaire and a straightforward regression analysis. The results demonstrate a strong correlation between digital literacy and the ability to compose science learning tools. A t-table value of 9.880 indicated a positive and significant relationship between digital literacy and the capacity to organize science learning tools. With a t-table value of -0.562, TPACK has no significant effect on the ability to compose learning tools. Therefore, it can be concluded that digital literacy has a positive effect on the ability of preservice Islamic primary teachers to create science learning tools for their students.","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49383838","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 sought to determine how parental roles affected children's motivation for online learning during the COVID-19 pandemic. This study employed a quantitative correlational survey as its methodology. The questionnaire was used to collect data for this study. While SEM-PLS (Structural Equation Modeling-Partial Least Square) analysis is used to test hypotheses, CFA (Confirmatory Factor Analysis) is used to assess validity and reliability. SmartPLS 3.0 software is used to assist in all data processing. The factor analysis results indicated a sufficient correlation between the 30 items of the instruments used to support the structure of each variable. According to the results of the SEM analysis, parents significantly impact their children's desire to learn online at home when it comes to the online learning system utilized by elementary school students. Four indicators measure parents' performance: providing guidance (PG), learning facilities (LF), rewards and praise (RP), and attention and supervision (AS) (AS). The results of this study indicate that parental roles (LF, PG, and RP) affect learning motivation, as indicated by P-values of (0.000 0.05), (0.035 0.05), and (0.006 0.05), respectively. In contrast, US indicators have no effect on parental roles and learning motivation, as indicated by the P-value of (0.879 0.05 In order to improve the home education system while still leaving a positive impression on children, parents' roles must become more child-centered. Due to their rigorous nature, the instrument validity techniques of CFA and the data analysis techniques of SEM enhance the validity and reliability of research findings
{"title":"The Role of Parents in Online Learning Motivation for Sixth-Grade Elementary School Students","authors":"Sulistya Nurul Fikriah, Diki Rukmana","doi":"10.23917/ppd.v9i1.18678","DOIUrl":"https://doi.org/10.23917/ppd.v9i1.18678","url":null,"abstract":"This research sought to determine how parental roles affected children's motivation for online learning during the COVID-19 pandemic. This study employed a quantitative correlational survey as its methodology. The questionnaire was used to collect data for this study. While SEM-PLS (Structural Equation Modeling-Partial Least Square) analysis is used to test hypotheses, CFA (Confirmatory Factor Analysis) is used to assess validity and reliability. SmartPLS 3.0 software is used to assist in all data processing. The factor analysis results indicated a sufficient correlation between the 30 items of the instruments used to support the structure of each variable. According to the results of the SEM analysis, parents significantly impact their children's desire to learn online at home when it comes to the online learning system utilized by elementary school students. Four indicators measure parents' performance: providing guidance (PG), learning facilities (LF), rewards and praise (RP), and attention and supervision (AS) (AS). The results of this study indicate that parental roles (LF, PG, and RP) affect learning motivation, as indicated by P-values of (0.000 0.05), (0.035 0.05), and (0.006 0.05), respectively. In contrast, US indicators have no effect on parental roles and learning motivation, as indicated by the P-value of (0.879 0.05 In order to improve the home education system while still leaving a positive impression on children, parents' roles must become more child-centered. Due to their rigorous nature, the instrument validity techniques of CFA and the data analysis techniques of SEM enhance the validity and reliability of research findings","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43216539","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}
Teachers are indispensable to education. Teachers’ presence in the classroom is crucial for student learning. Consideration must be given to teachers’ happiness in order for them to perform their duties effectively in schools. This study employed a multiple linear regression model to determine the effects of character strength, social life, and compensation on the happiness of teachers. This was a quantitative descriptive study with 71 teachers as the population and 40 teachers as the sample from Maitreawira Primary School in Batam. The information was gathered using a questionnaire. Before using multiple linear regression to analyze the data, their validity and dependability were evaluated. The results indicated that the teachers’ social lives had an impact on their happiness. While the factors of moral fortitude and remuneration have a limited impact on teachers’ happiness, neither factor has a substantial impact. However, character strength, social life, and compensation can simultaneously affect teachers’ happiness. The headmaster of a primary school is expected to pay attention to the social life of teachers in order to increase their happiness. This study demonstrated the effect of character strength, social life, and compensation on the happiness of teachers.
{"title":"Analysis of Factors Affecting Primary Teachers' Happiness","authors":"Binsar Samosir, D. Idayani","doi":"10.23917/ppd.v9i1.17687","DOIUrl":"https://doi.org/10.23917/ppd.v9i1.17687","url":null,"abstract":"Teachers are indispensable to education. Teachers’ presence in the classroom is crucial for student learning. Consideration must be given to teachers’ happiness in order for them to perform their duties effectively in schools. This study employed a multiple linear regression model to determine the effects of character strength, social life, and compensation on the happiness of teachers. This was a quantitative descriptive study with 71 teachers as the population and 40 teachers as the sample from Maitreawira Primary School in Batam. The information was gathered using a questionnaire. Before using multiple linear regression to analyze the data, their validity and dependability were evaluated. The results indicated that the teachers’ social lives had an impact on their happiness. While the factors of moral fortitude and remuneration have a limited impact on teachers’ happiness, neither factor has a substantial impact. However, character strength, social life, and compensation can simultaneously affect teachers’ happiness. The headmaster of a primary school is expected to pay attention to the social life of teachers in order to increase their happiness. This study demonstrated the effect of character strength, social life, and compensation on the happiness of teachers. ","PeriodicalId":31114,"journal":{"name":"Profesi Pendidikan Dasar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42586513","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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