This study examined inappropriate behaviours in public and private primary schools across Mainland Area of Lagos State, Nigeria using a survey research design. The population of the study comprised all the pupils in both public and primary schools in Mainland Area of Lagos State. Through random sampling from randomly selected schools in Lagos Mainland, 53 male and 95 female respondents were respectively selected for the study. An Instrument called Childhood Misbehaviour Inventory was constructed and validated to obtain the data used for the study. Research questions were answered using descriptive statistics (mean and standard deviation) while the hypotheses were tested at 0.05 level of significance using t-test statistics. It was found that inappropriate behaviours in mainland schools among pupils are bullying, lateness, not paying attention in the class, hatred for teachers, noise making, truancy, walking out of the class during lesson without permission, and sleeping in class. The study also revealed that these inappropriate behaviours in primary schools are as a result of lateness to class by teachers, child abuse, and poor parenting styles, peer influence, sibling rivalry, poverty, unconducive environment and poor parental care among others. The study recommends that counselling should be introduced and made compulsory for all primary schools in Lagos Mainland as a panacea to incessant cases of inappropriate behaviours among the pupils in primary schools so as to catch them young to exhibit appropriate behaviours.Keywords: inappropriate behaviours; students; public schools; private schools; counselling services.
{"title":"INAPPROPRIATE BEHAVIOURS IN MAINLAND PUBLIC AND PRIVATE PRIMARY SCHOOLS OF LAGOS STATE, NIGERIA: NEED FOR COUNSELLING SERVICES","authors":"J. O. Oparaduru, A. C. Ukwueze","doi":"10.25134/ijli.v5i2.6842","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.6842","url":null,"abstract":"This study examined inappropriate behaviours in public and private primary schools across Mainland Area of Lagos State, Nigeria using a survey research design. The population of the study comprised all the pupils in both public and primary schools in Mainland Area of Lagos State. Through random sampling from randomly selected schools in Lagos Mainland, 53 male and 95 female respondents were respectively selected for the study. An Instrument called Childhood Misbehaviour Inventory was constructed and validated to obtain the data used for the study. Research questions were answered using descriptive statistics (mean and standard deviation) while the hypotheses were tested at 0.05 level of significance using t-test statistics. It was found that inappropriate behaviours in mainland schools among pupils are bullying, lateness, not paying attention in the class, hatred for teachers, noise making, truancy, walking out of the class during lesson without permission, and sleeping in class. The study also revealed that these inappropriate behaviours in primary schools are as a result of lateness to class by teachers, child abuse, and poor parenting styles, peer influence, sibling rivalry, poverty, unconducive environment and poor parental care among others. The study recommends that counselling should be introduced and made compulsory for all primary schools in Lagos Mainland as a panacea to incessant cases of inappropriate behaviours among the pupils in primary schools so as to catch them young to exhibit appropriate behaviours.Keywords: inappropriate behaviours; students; public schools; private schools; counselling services.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45825458","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}
Adenike Aderogba Onojah, A. Onojah, Nasiru Ahmed Ala
The recent covid-19 crisis had made it mandatory for schools to introduce new learning styles. However, the extent at which students will adapt to this new learning environment could differ as most are just being exposed to this context. This study therefore investigated the adaptive level of students to the new learning methods. The population comprised all students in Nigeria out of which 2500 respondents were sampled across the schools in Nigeria based on their accessibility. A researcher-developed questionnaire was used to gather data for the study. All ethical issues were put into consideration as none of the respondents were cohersed to participate in this study. Means were used to answer the research questions while hypothesis one was tested using Man-U Whiteny at 0.05 significance level. The findings established that majority of the students initially find the distance education uneasy and data consuming. There was significant difference between public and private students’ adaptive level to the new learning methods. The study concluded that students are getting used to the new learning style introduced by their various schools because they have only that choice to learn with. It was therefore recommended that school administrators and teachers should continue encouraging students to use this learning style introduced as they may find it uneasy to use. The learning style adopted should also be such that attracts the learners’ attention.Keywords: COVID-19; students’ adaptive level; learning styles; resultant effect.
{"title":"STUDENTS ADAPTIVE LEVEL TO THE NEW LEARNING STYLES AS A RESULTANT EFFECT OF COVID-19","authors":"Adenike Aderogba Onojah, A. Onojah, Nasiru Ahmed Ala","doi":"10.25134/ijli.v5i2.6843","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.6843","url":null,"abstract":"The recent covid-19 crisis had made it mandatory for schools to introduce new learning styles. However, the extent at which students will adapt to this new learning environment could differ as most are just being exposed to this context. This study therefore investigated the adaptive level of students to the new learning methods. The population comprised all students in Nigeria out of which 2500 respondents were sampled across the schools in Nigeria based on their accessibility. A researcher-developed questionnaire was used to gather data for the study. All ethical issues were put into consideration as none of the respondents were cohersed to participate in this study. Means were used to answer the research questions while hypothesis one was tested using Man-U Whiteny at 0.05 significance level. The findings established that majority of the students initially find the distance education uneasy and data consuming. There was significant difference between public and private students’ adaptive level to the new learning methods. The study concluded that students are getting used to the new learning style introduced by their various schools because they have only that choice to learn with. It was therefore recommended that school administrators and teachers should continue encouraging students to use this learning style introduced as they may find it uneasy to use. The learning style adopted should also be such that attracts the learners’ attention.Keywords: COVID-19; students’ adaptive level; learning styles; resultant effect.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45560842","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}
Hana Dhiya Ulhaq, Yayan Suryana, N. Asikin, F. Fadhly
The research aims are to identify the morpho-syntactic errors in argumentative text writing by university students at the English Department of Kuningan University and find out the difficulties that students face in writing argumentative texts. A descriptive qualitative is used through the instruments of document analysis and interviews. The subject of this research was 5 students of the English Education Department who were in the second semester. The result of the document analysis showed that the errors in using prepositions as the most frequent error at 6 errors (25.24%), errors in using verbs group at 4 errors (16.5%), the third place of errors are errors in using articles and errors in word order, and errors in using relative clauses and relative pronouns for 3 errors (12.5%), errors in using tenses and errors in using adverbs for 2 errors (8.3%), the next is errors due to lack of concord for 1 error (4.16%) and the last is errors in using conditional sentences for 0 error. Moreover, the difficulties that students face in writing argumentative texts based on interviews were: language features, grammar, vocabulary election, writing strategy, personality background, study background, and the environment including learning sources. The errors were found in writing argumentative texts because these factors affected the student's performance in writing argumentative texts.Keywords: argumentative text; error analysis; morpho-syntax.
{"title":"A MORPHO-SYNTACTIC ERROR ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING","authors":"Hana Dhiya Ulhaq, Yayan Suryana, N. Asikin, F. Fadhly","doi":"10.25134/ijli.v5i2.6844","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.6844","url":null,"abstract":"The research aims are to identify the morpho-syntactic errors in argumentative text writing by university students at the English Department of Kuningan University and find out the difficulties that students face in writing argumentative texts. A descriptive qualitative is used through the instruments of document analysis and interviews. The subject of this research was 5 students of the English Education Department who were in the second semester. The result of the document analysis showed that the errors in using prepositions as the most frequent error at 6 errors (25.24%), errors in using verbs group at 4 errors (16.5%), the third place of errors are errors in using articles and errors in word order, and errors in using relative clauses and relative pronouns for 3 errors (12.5%), errors in using tenses and errors in using adverbs for 2 errors (8.3%), the next is errors due to lack of concord for 1 error (4.16%) and the last is errors in using conditional sentences for 0 error. Moreover, the difficulties that students face in writing argumentative texts based on interviews were: language features, grammar, vocabulary election, writing strategy, personality background, study background, and the environment including learning sources. The errors were found in writing argumentative texts because these factors affected the student's performance in writing argumentative texts.Keywords: argumentative text; error analysis; morpho-syntax.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49435167","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 aims to investigate the pre-service teachers’ creative thinking at the faculty of Teacher Training and Education, Universitas Kristen Indonesia. It is limited to the difference of creative thinking between the male and female students. It was conducted at the Christian University of Indonesia within a period of 3 months from February to May 2021. The research design used was ex-post facto. The research subjects are 36 semester students who were selected purposively. The research instrument used is a standardized essay test. The data taken trough test were analyzed using descriptively, besides using a descriptive quantative, the data of the research were also analyzed using independent t test trough SPSS. The results of this study shows that the faculty of teacher training and education students’ creative thinking skills is at the level of “good” category, which is 63.69%. From a further analysis, it is found that the comparison between male and female students’ creative thinking skills did not have a significant difference. Thus, it can be concluded that male students creative thinking ability are much the same with the female students’ creative thinking ability at the Faculty of Teacher Training and Education, Universitas Kristen Indonesia.Keywords: creative thinking; teaching English; male and female.
{"title":"PRE-SERVICE EFL TEACHERS’ CREATIVE THINKING","authors":"Lamhot Naibaho","doi":"10.25134/ijli.v5i2.6841","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.6841","url":null,"abstract":"This study aims to investigate the pre-service teachers’ creative thinking at the faculty of Teacher Training and Education, Universitas Kristen Indonesia. It is limited to the difference of creative thinking between the male and female students. It was conducted at the Christian University of Indonesia within a period of 3 months from February to May 2021. The research design used was ex-post facto. The research subjects are 36 semester students who were selected purposively. The research instrument used is a standardized essay test. The data taken trough test were analyzed using descriptively, besides using a descriptive quantative, the data of the research were also analyzed using independent t test trough SPSS. The results of this study shows that the faculty of teacher training and education students’ creative thinking skills is at the level of “good” category, which is 63.69%. From a further analysis, it is found that the comparison between male and female students’ creative thinking skills did not have a significant difference. Thus, it can be concluded that male students creative thinking ability are much the same with the female students’ creative thinking ability at the Faculty of Teacher Training and Education, Universitas Kristen Indonesia.Keywords: creative thinking; teaching English; male and female.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787962","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 investigated Yemeni EFL learners’ involvement in classroom oral activities and its correlation to their speaking proficiency development with a reference to three rural faculties of education affiliated to Aden University. The data was collected through a questionnaire which targeted 120 fourth-year EFL learners. The results revealed that the students’ involvement in classroom activities is pretty low. It has been unveiled that pair work and group work activities are not implemented in a regular basis and it is limited to a few students. The findings also showed a significant correlation between learners’ involvement in classroom oral activities and their speaking proficiency (p. value 0.05%). As per these findings, this study recommends the concerned faculties to implement communicative language teaching in their EFL programs to ensure students’ engagement in classroom activities and promote their oral proficiency. Keywords: Communicative language teaching; classroom activities; speaking proficiency.
{"title":"INVESTIGATING YEMENI EFL LEARNERS’ INVOLVEMENT IN CLASSROOM ORAL ACTIVITIES AND ITS CORRELATION TO THEIR SPEAKING PROFICIENCY DEVELOPMENT","authors":"S. Ahmed","doi":"10.25134/ijli.v5i2.6840","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.6840","url":null,"abstract":"This study investigated Yemeni EFL learners’ involvement in classroom oral activities and its correlation to their speaking proficiency development with a reference to three rural faculties of education affiliated to Aden University. The data was collected through a questionnaire which targeted 120 fourth-year EFL learners. The results revealed that the students’ involvement in classroom activities is pretty low. It has been unveiled that pair work and group work activities are not implemented in a regular basis and it is limited to a few students. The findings also showed a significant correlation between learners’ involvement in classroom oral activities and their speaking proficiency (p. value 0.05%). As per these findings, this study recommends the concerned faculties to implement communicative language teaching in their EFL programs to ensure students’ engagement in classroom activities and promote their oral proficiency. Keywords: Communicative language teaching; classroom activities; speaking proficiency.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44287183","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}
COVID-19 is a virus that affects all spheres of life all around the world. Students and instructors all around the world are forced to transfer to online learning applications as a substitute for face to face learning. Hence, the pandemic has disrupted the Palestinian educational system and caused online learning to become a necessity. This study observes Palestinian university student and instructor perceptions toward using online learning applications during the COVID-19 pandemic. Quantitative and qualitative tools were used to collect data from students and instructors from 12 Palestinian universities. Thus, to collect data the researchers distributed 2 online questionnaires and conducted 32 semi-structured interviews. The sample of this study consisted of 375 students and instructors from different Palestinian universities. The results show that both students and instructors agree that online learning has advantages such facilitating learning at any time and place. Still, online learning has more disadvantages such as internet interruption, poor interaction, and more. Instructors and students both harbor negative attitudes toward using online applications. Finally, the study concluded with recommendations to improve online learning in the future. To facilitate higher quality online learning, instructors and students need support, training and a well-developed infrastructure. Keywords: advantages; challenges; online learning; Palestinian Universities; solutions.
{"title":"PALESTINIAN UNIVERSITY ENGLISH PROFESSORS AND STUDENTS' PERSPECTIVES OF ONLINE LEARNING DURING COVID-19 PANDEMIC","authors":"H. Jadallah, Mohammed A A Farrah","doi":"10.25134/ijli.v5i2.5528","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.5528","url":null,"abstract":"COVID-19 is a virus that affects all spheres of life all around the world. Students and instructors all around the world are forced to transfer to online learning applications as a substitute for face to face learning. Hence, the pandemic has disrupted the Palestinian educational system and caused online learning to become a necessity. This study observes Palestinian university student and instructor perceptions toward using online learning applications during the COVID-19 pandemic. Quantitative and qualitative tools were used to collect data from students and instructors from 12 Palestinian universities. Thus, to collect data the researchers distributed 2 online questionnaires and conducted 32 semi-structured interviews. The sample of this study consisted of 375 students and instructors from different Palestinian universities. The results show that both students and instructors agree that online learning has advantages such facilitating learning at any time and place. Still, online learning has more disadvantages such as internet interruption, poor interaction, and more. Instructors and students both harbor negative attitudes toward using online applications. Finally, the study concluded with recommendations to improve online learning in the future. To facilitate higher quality online learning, instructors and students need support, training and a well-developed infrastructure. Keywords: advantages; challenges; online learning; Palestinian Universities; solutions.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906038","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}
Sandi Budiana, N. Anoegrajekti, Muhammad Kamal Abdul Hakim
This research focuses on analyzing the actual state of implementing multiculturalism and identifying strategies to improve its effectiveness in elementary school students from an early age. The study employs a qualitative method and collects data from elementary school teachers and principals through in-depth interviews, documentation studies, and observation. The data obtained is then analyzed through data reduction, data presentation, and drawing conclusions. The study reveals that the majority of elementary school teachers view the implementation of multiculturalism as highly important, while a smaller portion considers it important. Teachers emphasize the importance of multiculturalism in maintaining social harmony, preventing conflicts among residents, fostering awareness of diversity within the country, and upholding national unity and integrity. A significant number of teachers express strong support for the development of teaching materials that integrate multiculturalism. However, the current implementation of multiculturalism lacks a systematic approach in planning, implementation, and evaluation. To enhance the effectiveness of implementing multiculturalism in elementary school students, teachers can employ various strategies.Keywords: diversity; learning material; multiculturalism; qualitative approach.
{"title":"EXPLORING MULTICULTURALISM IMPLEMENTATION TO FOSTER DIVERSITY AMONG ELEMENTARY SCHOOL STUDENTS","authors":"Sandi Budiana, N. Anoegrajekti, Muhammad Kamal Abdul Hakim","doi":"10.25134/ijli.v5i2.8314","DOIUrl":"https://doi.org/10.25134/ijli.v5i2.8314","url":null,"abstract":"This research focuses on analyzing the actual state of implementing multiculturalism and identifying strategies to improve its effectiveness in elementary school students from an early age. The study employs a qualitative method and collects data from elementary school teachers and principals through in-depth interviews, documentation studies, and observation. The data obtained is then analyzed through data reduction, data presentation, and drawing conclusions. The study reveals that the majority of elementary school teachers view the implementation of multiculturalism as highly important, while a smaller portion considers it important. Teachers emphasize the importance of multiculturalism in maintaining social harmony, preventing conflicts among residents, fostering awareness of diversity within the country, and upholding national unity and integrity. A significant number of teachers express strong support for the development of teaching materials that integrate multiculturalism. However, the current implementation of multiculturalism lacks a systematic approach in planning, implementation, and evaluation. To enhance the effectiveness of implementing multiculturalism in elementary school students, teachers can employ various strategies.Keywords: diversity; learning material; multiculturalism; qualitative approach.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45274075","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}
Masih banyaknya guru yang belum mempunyai kemampuan yang seutuhnya dalam menentukan KKM atau Kriteria Ketuntasan Minimal berdampak terhadap proses penilaian guru. Penelitian tindakan ini bertujuan untuk untuk meningkatkan kemampuan menyusun KKM pada guru setelah penerapan Focus Group Discussion. Subjek penelitian adalah guru yang berjumlah 8 orang yang terdiri guru laki-laki 4 orang dan guru perempuan 4 orang. Data kemampuan guru dalam menyusun KKM diperoleh melalui observasi dengan menggunakan instrumen observasi, selanjutnya dianalisis dengan menggunakan metode deskriptif kuantitatif disajikan dalam bentuk rata-rata nilai kemampuan guru dalam menyusun KKM. Penelitian dilaksanakan selama dua siklus. Berdasarkan hasil analisis data dapat disimpulkan bahwa penerapan Focus Group Discussion dapat meningkatkan kemampuan Menyusun KKM pada guru. Hal ini terlihat dari rata-rata kemampuan guru menyusun KKM pada prasiklus sebesar 62,50, setelah tindakan pada siklus I terjadi peningkatan menjadi 71,25 dan meningkat lagi pada siklus II menjadi 77,50.
{"title":"Meningkatkan Kemampuan Guru dalam Menyusun Kriteria Ketuntasan Minimal melalui Penerapan Focus Group Discussion","authors":"Wayan Suniarta","doi":"10.23887/iji.v3i3.53545","DOIUrl":"https://doi.org/10.23887/iji.v3i3.53545","url":null,"abstract":"Masih banyaknya guru yang belum mempunyai kemampuan yang seutuhnya dalam menentukan KKM atau Kriteria Ketuntasan Minimal berdampak terhadap proses penilaian guru. Penelitian tindakan ini bertujuan untuk untuk meningkatkan kemampuan menyusun KKM pada guru setelah penerapan Focus Group Discussion. Subjek penelitian adalah guru yang berjumlah 8 orang yang terdiri guru laki-laki 4 orang dan guru perempuan 4 orang. Data kemampuan guru dalam menyusun KKM diperoleh melalui observasi dengan menggunakan instrumen observasi, selanjutnya dianalisis dengan menggunakan metode deskriptif kuantitatif disajikan dalam bentuk rata-rata nilai kemampuan guru dalam menyusun KKM. Penelitian dilaksanakan selama dua siklus. Berdasarkan hasil analisis data dapat disimpulkan bahwa penerapan Focus Group Discussion dapat meningkatkan kemampuan Menyusun KKM pada guru. Hal ini terlihat dari rata-rata kemampuan guru menyusun KKM pada prasiklus sebesar 62,50, setelah tindakan pada siklus I terjadi peningkatan menjadi 71,25 dan meningkat lagi pada siklus II menjadi 77,50.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84496410","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}
Pelaksanaan proses pembelajaran yang belum optimal, dipengaruhi oleh kemampuan guru dalam melaksanakan proses pembelajaran. Penelitian tindakan sekolah ini bertujuan untuk meningkatkan kemampuan melaksanakan proses pembelajaran pada guru melalui penerapan supervisi kelas. Penelitian ini dilaksanakan dalam 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah guru yang jumlahnya 13 orang yang terdiri dari 3 orang guru laki-laki dan 10 orang guru perempuan. Data dikumpulkan dengan metode observasi dengan instrumen berupa lembar observasi. Data dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa penerapan supervisi kelas dapat meningkatkan kemampuan guru dalam melaksanakan pembelajaran. Hal ini terlihat dari peningkatan kemampuan guru melaksanakan proses pembelajaran yaitu pada prasiklus tingkat kemampuan guru melaksanakan pembelajaran sebesar 66,15% yang tergolong cukup, pada siklus II menjadi 72,88% yang tergolong cukup, dan pada siklus II menjadi 78,40% yang tergolong baik.
{"title":"Supervisi Kelas untuk Meningkatkan Kemampuan Guru Melaksanakan Proses Pembelajaran","authors":"Ni Made Sudarmi","doi":"10.23887/iji.v3i3.53543","DOIUrl":"https://doi.org/10.23887/iji.v3i3.53543","url":null,"abstract":"Pelaksanaan proses pembelajaran yang belum optimal, dipengaruhi oleh kemampuan guru dalam melaksanakan proses pembelajaran. Penelitian tindakan sekolah ini bertujuan untuk meningkatkan kemampuan melaksanakan proses pembelajaran pada guru melalui penerapan supervisi kelas. Penelitian ini dilaksanakan dalam 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah guru yang jumlahnya 13 orang yang terdiri dari 3 orang guru laki-laki dan 10 orang guru perempuan. Data dikumpulkan dengan metode observasi dengan instrumen berupa lembar observasi. Data dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa penerapan supervisi kelas dapat meningkatkan kemampuan guru dalam melaksanakan pembelajaran. Hal ini terlihat dari peningkatan kemampuan guru melaksanakan proses pembelajaran yaitu pada prasiklus tingkat kemampuan guru melaksanakan pembelajaran sebesar 66,15% yang tergolong cukup, pada siklus II menjadi 72,88% yang tergolong cukup, dan pada siklus II menjadi 78,40% yang tergolong baik.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83561915","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}
Penggunaan metode ceramah berpengaruh terhadap keaktifan serta rendahnya hasil belajar siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar tematik siswa setelah diterapkan metode diskusi. Jenis penelitian ini adalah penelitian tindakan kelas dalam pelaksanaannya dilakukan dalam 2 siklus. Setiap siklus terdiri dari empat tahap yaitu tahap perencanaan, tahap pelaksanaan, tahap observasi/evaluasi dan tahap refleksi. Subjek penelitian yang digunakan adalah siswa yang jumlahnya 21 orang yang terdiri dari 15 orang siswa laki-laki dan 6 orang siswa perempuan. Metode pengumpulan data dalam penelitian ini menggunakan metode tes untuk mengumpulkan data hasil belajar siswa. Data yang terkumpul kemudian dianalisis menggunakan analisis statistik deskriptif dan deskriptif kuantitatif. Berdasarkan hasil analisis data dapat disimpulkan bahwa penerapan metode diskusi dapat meningkatkan hasil belajar tematik siswa. Hal ini terlihat dari rata-rata hasil belajar siswa pada prasiklus dengan rata-rata 63,81 (kategori kurang), siklus I dengan rata-rata 73,81 (kategori cukup), meningkat menjadi lagi menjadi 79,01 (kategori baik). Sehingga kedepannya diharapkan guru mampu memilih metode yang sesuai dengan karakteristik siswa agar dapat meningkatkan keaktifan dan hasil belajar siswa.
{"title":"Penerapan Metode Diskusi untuk Meningkatkan Hasil Belajar Siswa Kelas III Sekolah Dasar","authors":"Ni Luh Gede Sudarsih","doi":"10.23887/iji.v3i3.53544","DOIUrl":"https://doi.org/10.23887/iji.v3i3.53544","url":null,"abstract":"Penggunaan metode ceramah berpengaruh terhadap keaktifan serta rendahnya hasil belajar siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar tematik siswa setelah diterapkan metode diskusi. Jenis penelitian ini adalah penelitian tindakan kelas dalam pelaksanaannya dilakukan dalam 2 siklus. Setiap siklus terdiri dari empat tahap yaitu tahap perencanaan, tahap pelaksanaan, tahap observasi/evaluasi dan tahap refleksi. Subjek penelitian yang digunakan adalah siswa yang jumlahnya 21 orang yang terdiri dari 15 orang siswa laki-laki dan 6 orang siswa perempuan. Metode pengumpulan data dalam penelitian ini menggunakan metode tes untuk mengumpulkan data hasil belajar siswa. Data yang terkumpul kemudian dianalisis menggunakan analisis statistik deskriptif dan deskriptif kuantitatif. Berdasarkan hasil analisis data dapat disimpulkan bahwa penerapan metode diskusi dapat meningkatkan hasil belajar tematik siswa. Hal ini terlihat dari rata-rata hasil belajar siswa pada prasiklus dengan rata-rata 63,81 (kategori kurang), siklus I dengan rata-rata 73,81 (kategori cukup), meningkat menjadi lagi menjadi 79,01 (kategori baik). Sehingga kedepannya diharapkan guru mampu memilih metode yang sesuai dengan karakteristik siswa agar dapat meningkatkan keaktifan dan hasil belajar siswa.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81712609","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：