In this paper, as two TESOL practitioners, our purpose is to capture our reflections on how conceptual approaches to teacher learning have evolved over the years to highlight the interplay between teacher cognition and teacher identity. We also seek to decrease the distance between ourselves and our academic writing, essentially emerging from behind the conventions of academic writing to discuss concepts in a conversational tone, hopefully making them more accessible to a larger audience of practitioners and scholars. In discussing our ongoing negotiation of theoretical orientations, we have been able to reflect on the influence of the language teacher cognition research base on the wider field of language teacher identity research. The main take-away is that we can better illustrate the complexity involved in the practice of language teaching and the process of becoming language teachers if we combine the two in complementary ways: teachers’ individual cognitive and metacognitive processes involved in their professional learning and their situatedness in social, cultural, political, and economic discourses.
{"title":"Evolution of Approaches to Teacher Cognition and Teacher Identity: A Conceptual Conversation","authors":"Bedrettin Yazan, Kristen Lindahl","doi":"10.55593/ej.27106s7","DOIUrl":"https://doi.org/10.55593/ej.27106s7","url":null,"abstract":"In this paper, as two TESOL practitioners, our purpose is to capture our reflections on how conceptual approaches to teacher learning have evolved over the years to highlight the interplay between teacher cognition and teacher identity. We also seek to decrease the distance between ourselves and our academic writing, essentially emerging from behind the conventions of academic writing to discuss concepts in a conversational tone, hopefully making them more accessible to a larger audience of practitioners and scholars. In discussing our ongoing negotiation of theoretical orientations, we have been able to reflect on the influence of the language teacher cognition research base on the wider field of language teacher identity research. The main take-away is that we can better illustrate the complexity involved in the practice of language teaching and the process of becoming language teachers if we combine the two in complementary ways: teachers’ individual cognitive and metacognitive processes involved in their professional learning and their situatedness in social, cultural, political, and economic discourses.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996802","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}
Mohammad N. Karimi, Seyyed-Foad Behzadpoor, Behzad Mansouri
An oft-cited conceptualization of teacher cognition couches it as “the unobservable cognitive dimension of teaching—what teachers know, believe and think” (Borg, 2003, p. 81). While the term “unobservable” in Borg’s definition implies, or even emphatically states, that a hidden body of knowledge, beliefs, and thoughts informs teacher behavior, this hidden dimension was “un-observable” in early conceptualizations of teaching (Borg, 2019; Burns, et al., 2015). Dominated for long by the process-product interpretation (Dunkin & Biddle, 1974), teaching was primarily viewed in terms of observable instructional behaviors (e.g., wait time practices, patterns of questioning) that were judged with regard to how effectively they influenced student achievement outcomes (Verloop, et al., 2001). Language teacher education also followed suit and as posited by Gatbonton (1999), formerly a major share of the theoretical base for language teacher education came from studies of overt classroom behaviors. However, teaching was subsequently recognized as cognition-backed and knowledge-informed performance. As best reflected in Borg’s (2019, p. 2) words, although teaching involves observable behaviors, it “is not a purely behavioral enterprise; in the same way that icebergs have an exposed surface beneath which lies a significant hidden mass, teachers’ behaviors are also powerfully shaped by a complex range of unseen influences”. [First Paragraph]
一个经常被引用的教师认知概念将其描述为“教学中不可观察的认知维度——教师所知道、相信和思考的东西”(Borg, 2003，第81页)。Borg的定义中的“不可观察”一词暗示，甚至强调指出，一个隐藏的知识、信仰和思想体系影响着教师的行为，但在早期的教学概念中，这个隐藏的维度是“不可观察的”(Borg, 2019;Burns等人，2015)。长期以来被过程-产品解释所主导(Dunkin &Biddle, 1974)，教学主要是根据可观察的教学行为(例如，等待时间的做法，提问的模式)来判断，这些行为是根据它们对学生成绩结果的影响程度来判断的(Verloop, et al.， 2001)。语言教师教育也紧随其后，正如Gatbonton(1999)所指出的，以前语言教师教育的理论基础的主要部分来自对公开课堂行为的研究。然而，教学后来被认为是认知支持和知识知情的表现。正如Borg(2019，第2页)的话所反映的那样，尽管教学涉及可观察到的行为，但它“不是纯粹的行为企业;就像冰山有一个暴露的表面，下面隐藏着大量的东西一样，教师的行为也受到一系列看不见的复杂影响的有力影响。”(第一段)
{"title":"Advances in Research on Language Teacher Cognition: An Introduction to the Special Issue","authors":"Mohammad N. Karimi, Seyyed-Foad Behzadpoor, Behzad Mansouri","doi":"10.55593/ej.27106a0","DOIUrl":"https://doi.org/10.55593/ej.27106a0","url":null,"abstract":"An oft-cited conceptualization of teacher cognition couches it as “the unobservable cognitive dimension of teaching—what teachers know, believe and think” (Borg, 2003, p. 81). While the term “unobservable” in Borg’s definition implies, or even emphatically states, that a hidden body of knowledge, beliefs, and thoughts informs teacher behavior, this hidden dimension was “un-observable” in early conceptualizations of teaching (Borg, 2019; Burns, et al., 2015). Dominated for long by the process-product interpretation (Dunkin & Biddle, 1974), teaching was primarily viewed in terms of observable instructional behaviors (e.g., wait time practices, patterns of questioning) that were judged with regard to how effectively they influenced student achievement outcomes (Verloop, et al., 2001). Language teacher education also followed suit and as posited by Gatbonton (1999), formerly a major share of the theoretical base for language teacher education came from studies of overt classroom behaviors. However, teaching was subsequently recognized as cognition-backed and knowledge-informed performance. As best reflected in Borg’s (2019, p. 2) words, although teaching involves observable behaviors, it “is not a purely behavioral enterprise; in the same way that icebergs have an exposed surface beneath which lies a significant hidden mass, teachers’ behaviors are also powerfully shaped by a complex range of unseen influences”. [First Paragraph]","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"3 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996817","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}
Teacher cognition has been an important agenda of language teacher education in recent decades, and it has advanced the field’s understanding of L2 teachers’ work. Thus far, language teacher cognition has been understood from different epistemological perspectives and researched with different methodological approaches. Given that teacher cognition is social and situational, more research is needed from an emic perspective to understand how teachers develop and renew their cognitions in their professional context. This paper adopts a discursive psychological perspective on teacher cognition, investigating novice teacher cognition using applied conversation analysis. As part of a more extensive study, the study offers an in-depth analysis of novice Chinese EFL teachers’ thinking, knowing, understanding, conceptualising, and stance-taking regarding language teaching. The teachers were recruited through a combination of convenience and snowball sampling strategies. The dataset includes 330 minutes of classroom teaching, 217 minutes of interviews, and 605 minutes of video-based guided reflection on teaching. The data revealed the key theme in teachers’ understanding of 1) focusing on linguistic knowledge, 2) establishing teacher authority, and 3) developing practical pedagogical knowledge. The findings reveal teachers’ moment-by-moment cognition-in-interaction and multiple roles in facilitating learning. Substantial implications are put forward for teacher learning and teacher education.
{"title":"Cognition-in-interaction: A Discursive Psychological Perspective of Novice Language Teacher Cognition","authors":"Li Li","doi":"10.55593/ej.27106s2","DOIUrl":"https://doi.org/10.55593/ej.27106s2","url":null,"abstract":"Teacher cognition has been an important agenda of language teacher education in recent decades, and it has advanced the field’s understanding of L2 teachers’ work. Thus far, language teacher cognition has been understood from different epistemological perspectives and researched with different methodological approaches. Given that teacher cognition is social and situational, more research is needed from an emic perspective to understand how teachers develop and renew their cognitions in their professional context. This paper adopts a discursive psychological perspective on teacher cognition, investigating novice teacher cognition using applied conversation analysis. As part of a more extensive study, the study offers an in-depth analysis of novice Chinese EFL teachers’ thinking, knowing, understanding, conceptualising, and stance-taking regarding language teaching. The teachers were recruited through a combination of convenience and snowball sampling strategies. The dataset includes 330 minutes of classroom teaching, 217 minutes of interviews, and 605 minutes of video-based guided reflection on teaching. The data revealed the key theme in teachers’ understanding of 1) focusing on linguistic knowledge, 2) establishing teacher authority, and 3) developing practical pedagogical knowledge. The findings reveal teachers’ moment-by-moment cognition-in-interaction and multiple roles in facilitating learning. Substantial implications are put forward for teacher learning and teacher education.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996807","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}
Teacher cognition has been a major topic of interest in applied linguistics as researchers have worked toward “better understanding the fullness of the work of teaching, a fullness that has proved complex and problematic” (Burns et al., 2015, p. 585). This qualitative study draws upon participant interview data in order to analyze and understand language teacher cognition and pedagogical knowledge development of an under-represented cohort—foreign assistant language teachers (ALTs) in Japan. Participants (n=35) were current or former ALTs with 1 to 19 years of experience working as team teachers in Japan. Interview data was transcribed and coded according to six common features of complex dynamic systems: initial condition, unpredictability, nested structure, non-hierarchic networks, feedback loops, and self-organization (Kiss, 2012). Findings show that ALTs’ ability to acquire and operationalize pedagogical knowledge is highly dependent on the maneuver that they must undergo in working within the local Japanese contexts—as opposed to those in their home countries—and in relation to their colleagues who have a variety of individual traits, pedagogical beliefs, and team-teaching practices. This article serves as evidence that language teacher cognition regarding pedagogical knowledge development can be aptly understood through the lens of complex systems theory.
教师认知一直是应用语言学感兴趣的一个主要话题，因为研究人员一直致力于“更好地理解教学工作的完整性，这种完整性已被证明是复杂和有问题的”(Burns et al.， 2015, p. 585)。本质性研究利用参与者访谈资料，以分析和了解代表性不足的日本外籍助理语言教师(ALTs)的语言教师认知和教学知识发展。参与者(n=35)是在日本担任团队教师1至19年的现任或前任助教。访谈数据根据复杂动态系统的六个共同特征进行转录和编码:初始条件、不可预测性、嵌套结构、非层级网络、反馈循环和自组织(Kiss, 2012)。研究结果表明，外籍教师获取和运用教学知识的能力高度依赖于他们在日本当地环境中工作时必须经历的策略——而不是在他们的祖国——以及与具有各种个人特征、教学信念和团队教学实践的同事的关系。本文的研究证明，语言教师对教学知识发展的认知可以通过复杂系统理论的视角来恰当地理解。
{"title":"“Indulge in a Little Chaos”: Assistant Language Teachers’ Cognition and Pedagogical Knowledge Development Through the Lens of Complex Dynamic System Theory","authors":"Matthew Nall, Takaaki Hiratsuka","doi":"10.55593/ej.27106s3","DOIUrl":"https://doi.org/10.55593/ej.27106s3","url":null,"abstract":"Teacher cognition has been a major topic of interest in applied linguistics as researchers have worked toward “better understanding the fullness of the work of teaching, a fullness that has proved complex and problematic” (Burns et al., 2015, p. 585). This qualitative study draws upon participant interview data in order to analyze and understand language teacher cognition and pedagogical knowledge development of an under-represented cohort—foreign assistant language teachers (ALTs) in Japan. Participants (n=35) were current or former ALTs with 1 to 19 years of experience working as team teachers in Japan. Interview data was transcribed and coded according to six common features of complex dynamic systems: initial condition, unpredictability, nested structure, non-hierarchic networks, feedback loops, and self-organization (Kiss, 2012). Findings show that ALTs’ ability to acquire and operationalize pedagogical knowledge is highly dependent on the maneuver that they must undergo in working within the local Japanese contexts—as opposed to those in their home countries—and in relation to their colleagues who have a variety of individual traits, pedagogical beliefs, and team-teaching practices. This article serves as evidence that language teacher cognition regarding pedagogical knowledge development can be aptly understood through the lens of complex systems theory.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996975","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 article presents a theoretically grounded methodological approach to investigate the interplay between language teacher cognition and critical language teacher identity development. To answer the question as to what social, cultural, historical, and political aspects lead teachers to position themselves as language teachers for social justice, positioning analysis (Bamberg, 1997) is used to identify the antecedents of a critical language teacher’s cognition in discourses vis-a-vis their development of critical consciousness. Positioning analysis can help us better understand critical language teacher cognition, their processes of becoming critical language teachers, and their development of critical language teacher identity and social positionings because it comprises not only the analysis of the content of a narrative, but also the interaction, as well as the social, cultural, political, and economic context in which such a narrative is constructed. To account for the long-term aspects of critical language teacher cognition, the analysis focuses on the narratives from the period before formal teacher training and how teachers position themselves and others within the story world, the storytelling world, and amidst dominant discourses. Followed by its report, I address a key pedagogical implication for the development of critical language teachers.
{"title":"Emily Is an Egg: An Example of a Narrative Analysis Approach to Identifying the Antecedents of Critical Language Teacher Cognition","authors":"Priscila Leal","doi":"10.55593/ej.27106s1","DOIUrl":"https://doi.org/10.55593/ej.27106s1","url":null,"abstract":"This article presents a theoretically grounded methodological approach to investigate the interplay between language teacher cognition and critical language teacher identity development. To answer the question as to what social, cultural, historical, and political aspects lead teachers to position themselves as language teachers for social justice, positioning analysis (Bamberg, 1997) is used to identify the antecedents of a critical language teacher’s cognition in discourses vis-a-vis their development of critical consciousness. Positioning analysis can help us better understand critical language teacher cognition, their processes of becoming critical language teachers, and their development of critical language teacher identity and social positionings because it comprises not only the analysis of the content of a narrative, but also the interaction, as well as the social, cultural, political, and economic context in which such a narrative is constructed. To account for the long-term aspects of critical language teacher cognition, the analysis focuses on the narratives from the period before formal teacher training and how teachers position themselves and others within the story world, the storytelling world, and amidst dominant discourses. Followed by its report, I address a key pedagogical implication for the development of critical language teachers.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134997161","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}
Andrzej Cirocki, Syafi’ul Anam, Pratiwi Retnaningdyah, Bill Soden
A mixed-methods sequential explanatory study was conducted in Indonesia to measure levels of job satisfaction among 326 secondary school English-as-a-Foreign-Language (EFL) teachers before and during the COVID-19 pandemic. The aim was to identify significant differences in relation to gender, career stage, school location, school status, and school affiliation, and to establish which factors contributed most to job satisfaction. In the quantitative stage, the results revealed that job satisfaction both before and during the pandemic was generally high. With respect to gender, male teachers were more satisfied than their female counterparts. In terms of career stage, levels of job satisfaction varied before and during the pandemic, with significant differences in terms of pay, promotion, security, and professional development. Teachers working in state schools were more satisfied with their pay and security than teachers in private schools. Furthermore, teachers working in schools under the Ministry of Education were more satisfied with pay and security than those working under the Ministry of Religious Affairs. No significant differences in job satisfaction were identified with respect to school location. The qualitative stage partially supported the quantitative findings, with working conditions, col-leagues, professional development, and pay identified as enhancing job satisfaction.
{"title":"Measuring Job Satisfaction of Indonesian Secondary School English Language Teachers Before and During the Pandemic: A Mixed-Methods Study","authors":"Andrzej Cirocki, Syafi’ul Anam, Pratiwi Retnaningdyah, Bill Soden","doi":"10.55593/ej.27106a1","DOIUrl":"https://doi.org/10.55593/ej.27106a1","url":null,"abstract":"A mixed-methods sequential explanatory study was conducted in Indonesia to measure levels of job satisfaction among 326 secondary school English-as-a-Foreign-Language (EFL) teachers before and during the COVID-19 pandemic. The aim was to identify significant differences in relation to gender, career stage, school location, school status, and school affiliation, and to establish which factors contributed most to job satisfaction. In the quantitative stage, the results revealed that job satisfaction both before and during the pandemic was generally high. With respect to gender, male teachers were more satisfied than their female counterparts. In terms of career stage, levels of job satisfaction varied before and during the pandemic, with significant differences in terms of pay, promotion, security, and professional development. Teachers working in state schools were more satisfied with their pay and security than teachers in private schools. Furthermore, teachers working in schools under the Ministry of Education were more satisfied with pay and security than those working under the Ministry of Religious Affairs. No significant differences in job satisfaction were identified with respect to school location. The qualitative stage partially supported the quantitative findings, with working conditions, col-leagues, professional development, and pay identified as enhancing job satisfaction.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996961","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}
[First paragraph] The study of culture and values in language education is crucial since the cultural identity of speakers may be reflected in how they use the language, and the language itself can be a tool for learning cultures and values. In the context of language learning resources, research has previously shown that language teaching materials potentially mediate sociocultural values (Gray, 2010; Setyono & Widodo, 2019), moral values (Feng, 2019), and ideologies (Curdt-Christiansen & Weninger, 2015; Ulum & Köksal, 2019). Yet, past studies have lacked a focus on cultural issues from the perspective of critical curriculum studies, critical applied linguistics, politics, economy, and multilingualism. Tao Xiong, Dezheng Feng, and Guangwie Hu set out to address these gaps in Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders. This book contains a collection of prevailing core issues, approaches, and debates in English language education materials design and development by highlighting how to consider the representation of the content critically, the need to integrate other types of learning media (multimodal), and what the stakeholders of language education can contribute to a more inclusive and equal learning environment.
{"title":"Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders[Review]","authors":"Nur Ifadloh, Fadhila Yonata","doi":"10.55593/ej.27105r2","DOIUrl":"https://doi.org/10.55593/ej.27105r2","url":null,"abstract":"[First paragraph] The study of culture and values in language education is crucial since the cultural identity of speakers may be reflected in how they use the language, and the language itself can be a tool for learning cultures and values. In the context of language learning resources, research has previously shown that language teaching materials potentially mediate sociocultural values (Gray, 2010; Setyono & Widodo, 2019), moral values (Feng, 2019), and ideologies (Curdt-Christiansen & Weninger, 2015; Ulum & Köksal, 2019). Yet, past studies have lacked a focus on cultural issues from the perspective of critical curriculum studies, critical applied linguistics, politics, economy, and multilingualism. Tao Xiong, Dezheng Feng, and Guangwie Hu set out to address these gaps in Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders. This book contains a collection of prevailing core issues, approaches, and debates in English language education materials design and development by highlighting how to consider the representation of the content critically, the need to integrate other types of learning media (multimodal), and what the stakeholders of language education can contribute to a more inclusive and equal learning environment.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136273244","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}
Roisatul Aulia, Himmatus Suroyya, Muhammad Aunus Syafiq, Layinatul Qoyyimah, Kholidah Khikmawati, M. Zulfahmi
The phenomenon of the proliferation of the use of textual approaches only in the implementation of learning in educational institutions and teachers struggling to choose the right learning method in the field of study is a learning problem that exists in Indonesia. The purpose of this study is to find out: explanation of demonstration and parable learning methods based on the historical hadith of al-Tirmidzi. The research method used is the library research method with documentation techniques. Primary data sources come from the Book of Sunan Al-Tirmidzi and skunder data from previous theses, scientific articles and books relevant to the subject matter. Furthermore, it is analyzed using descriptive analysis techniques. From the results of the research, the demonstration methods and parables that have been practiced by the Prophet muhammad pbuh can be used as consideration for teachers in carrying out learning. The reason is that the delivery of the subject matter with demonstration and parable methods can increase the absorption of the material by students, time efficiency, easy to understand and fun so that the learning objectives that have been formulated can be achieved optimally.
{"title":"Metode Pembelajaran Demonstrasi Dan Perumpamaan Takhrij Hadits Riwayat Al-Tirmidzi","authors":"Roisatul Aulia, Himmatus Suroyya, Muhammad Aunus Syafiq, Layinatul Qoyyimah, Kholidah Khikmawati, M. Zulfahmi","doi":"10.37092/ej.v5i2.457","DOIUrl":"https://doi.org/10.37092/ej.v5i2.457","url":null,"abstract":"The phenomenon of the proliferation of the use of textual approaches only in the implementation of learning in educational institutions and teachers struggling to choose the right learning method in the field of study is a learning problem that exists in Indonesia. The purpose of this study is to find out: explanation of demonstration and parable learning methods based on the historical hadith of al-Tirmidzi. The research method used is the library research method with documentation techniques. Primary data sources come from the Book of Sunan Al-Tirmidzi and skunder data from previous theses, scientific articles and books relevant to the subject matter. Furthermore, it is analyzed using descriptive analysis techniques. From the results of the research, the demonstration methods and parables that have been practiced by the Prophet muhammad pbuh can be used as consideration for teachers in carrying out learning. The reason is that the delivery of the subject matter with demonstration and parable methods can increase the absorption of the material by students, time efficiency, easy to understand and fun so that the learning objectives that have been formulated can be achieved optimally.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74153042","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}
A good learning process with the involvement of both parties between teachers and students. Therefore, in the research conducted by this researcher will describe a use of the Student Facilitator and Explaining learning model to be applied during the learning process in PAI subjects in improving student learning outcomes. The research approach used is a qualitative approach and runs using the Classroom Action Research (PTK) method. The study was conducted with 3 cycles in 3 meetings on the content of PAI subjects. In each cycle there is an action with student learning outcomes in each cycle. In cycle I obtained an average value of 66.86 with a percentage of completeness of 64.28% then in cycle II it increased to 72.43 with a percentage of completeness of 67.85% and increased again in cycle III to 79.15 with a percentage of completeness of 73.1%. Then the results of student activity observations stated that the learning process that tends to increase from cycle I obtained a percentage of 58% to cycle III to 75%. This can show that the student facilitator and explaining learning model can improve student PAI learning outcomes in grade III SDN Gelam 2.
一个良好的学习过程，在教师和学生之间的双方参与。因此，在本研究中，本研究将描述在PAI科目的学习过程中使用Student Facilitator and explained学习模型来提高学生的学习成果。使用的研究方法是定性方法，并使用课堂行动研究(PTK)方法。该研究分3个周期在3次会议上进行，讨论PAI主题的内容。在每个循环中都有一个与学生学习成果相关的动作。在循环I中，平均值为66.86，完成率为64.28%;在循环II中，平均值增加到72.43，完成率为67.85%;在循环III中，平均值再次增加到79.15，完成率为73.1%。然后，学生活动观察的结果表明，从周期I趋向于增加的学习过程获得了58%的百分比到周期III到75%。这可以说明学生引导者和解释学习模式可以改善SDN Gelam 2三年级学生PAI学习成果。
{"title":"Penerapan Model Pembelajaran Student Facilitator And Explaining Untuk Meningkatkan Hasil Belajar PAI di Kelas III SDN Gelam 2","authors":"Leni Yuspita, Firman Robiansyah, Darmawan Darmawan","doi":"10.37092/ej.v5i2.484","DOIUrl":"https://doi.org/10.37092/ej.v5i2.484","url":null,"abstract":"A good learning process with the involvement of both parties between teachers and students. Therefore, in the research conducted by this researcher will describe a use of the Student Facilitator and Explaining learning model to be applied during the learning process in PAI subjects in improving student learning outcomes. The research approach used is a qualitative approach and runs using the Classroom Action Research (PTK) method. The study was conducted with 3 cycles in 3 meetings on the content of PAI subjects. In each cycle there is an action with student learning outcomes in each cycle. In cycle I obtained an average value of 66.86 with a percentage of completeness of 64.28% then in cycle II it increased to 72.43 with a percentage of completeness of 67.85% and increased again in cycle III to 79.15 with a percentage of completeness of 73.1%. Then the results of student activity observations stated that the learning process that tends to increase from cycle I obtained a percentage of 58% to cycle III to 75%. This can show that the student facilitator and explaining learning model can improve student PAI learning outcomes in grade III SDN Gelam 2.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"117 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75750797","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 right learning model will be able to improve student learning outcomes. Based on the results of the reflection in the pre-cycle, several problems were found in the learning process, namely the teacher used an inappropriate model and did not use learning media. This has an impact on low learning outcomes in Islamic Religious Education and Budi Pekerti lessons, marked by 67% of students who do not reach the KKM. Based on these problems, researchers made efforts to improve PAI learning outcomes for 30 students in class XI SMA Ar-Risalah for the 2022/2023 academic year by applying the Team Game Tournament (TGT) model. This research is Classroom Action Research (CAR), researchers act as educators and subject educators as observers. Learning is carried out in 2 cycles with 3 meetings. Based on the results of the analysis of the study, it can be seen that with the application of the TGT model, student learning outcomes have increased from 33% in the pre-cycle, 57% in the first cycle and in the second cycle, reaching 97% of the students' completeness. This increase is an implication of increasing student learning activities.
{"title":"Meningkatkan Hasil Belajar Pai Melalui Model Pembelajaran Teams Games Tournament (TGT) Pada Siswa Kelas XI Di SMA Ar-Risalah Kota Lubuklinggau","authors":"M. Hasani, Joni Helandri, M. Yunus","doi":"10.37092/ej.v5i2.491","DOIUrl":"https://doi.org/10.37092/ej.v5i2.491","url":null,"abstract":"The right learning model will be able to improve student learning outcomes. Based on the results of the reflection in the pre-cycle, several problems were found in the learning process, namely the teacher used an inappropriate model and did not use learning media. This has an impact on low learning outcomes in Islamic Religious Education and Budi Pekerti lessons, marked by 67% of students who do not reach the KKM. Based on these problems, researchers made efforts to improve PAI learning outcomes for 30 students in class XI SMA Ar-Risalah for the 2022/2023 academic year by applying the Team Game Tournament (TGT) model. This research is Classroom Action Research (CAR), researchers act as educators and subject educators as observers. Learning is carried out in 2 cycles with 3 meetings. Based on the results of the analysis of the study, it can be seen that with the application of the TGT model, student learning outcomes have increased from 33% in the pre-cycle, 57% in the first cycle and in the second cycle, reaching 97% of the students' completeness. This increase is an implication of increasing student learning activities.","PeriodicalId":36927,"journal":{"name":"TESL-EJ","volume":"2013 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82611097","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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