This study examines the Implementation of Supportive Learning Design Types of Student Teams Achievement Division (STAD) in Improving Student Counting Achievement Level 4 C MIN 2 Makassar City. This type of research is quality research located at MIN 2 Makassar City Jl. Pioneer of Independence Km. 15, Daya, Biringkanaya District, Makassar City. The deployment procedures carried out were observation, questions and answers, and archiving. The product of this research shows that the aspects that trigger the decline in arithmetical achievement of students at level 4 C MIN 2 Makassar City include lack of interest, low motivation, lack of teaching aids, frequently changing textbooks, school environment, and family area. Implementation of the Supportive Learning Design Type Student Teams Achievement Division (STAD) was able to increase the arithmetic achievement of students at level 4 C MIN 2 Makassar City by 48% from what initially many students had scores above the KKM amounting to 10 people or 35% increased to 24 people or 83 %. The conclusion of this study is that the factors that trigger the decline in arithmetic achievement of students at level 4 C MIN 2 Makassar City include lack of interest, low motivation, lack of teaching aids, frequently changing textbooks, school areas, and family areas along with the implementation of supportive learning designs of Student Teams. The Achievement Division (STAD) was able to increase the arithmetic achievement of students at level 4 C MIN 2 Makassar City by 48%.
本研究探讨了学生团队成就划分(STAD)的支持性学习设计类型在提高望加锡市学生计数成绩等级4 C MIN 2中的实施情况。这种类型的研究是位于望加锡市2号的高质量研究。独立先锋，15公里，大雅，比林嘉纳亚区，望加锡市。部署程序为观察、问答和存档。本研究的结果显示，导致望加锡市4级cmin2学生算术成绩下降的因素包括兴趣缺乏、动机低、缺乏教学辅助、频繁更换教科书、学校环境和家庭区域。实施支持性学习设计型学生团队成就分部(STAD)能够将望加锡市4级C中2学生的算术成绩从最初的10人或35%提高到24人或83%。本研究的结论是，引发望加锡市4级cmin2学生算术成绩下降的因素包括兴趣缺乏、动机低、缺乏教学辅助、频繁更换教科书、学校区域和家庭区域以及学生团队支持学习设计的实施。成绩部(STAD)能够将望加锡市4级C中2学生的算术成绩提高48%。
{"title":"Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (Stad) Untuk Meningkatkan Hasil Belajar Matematika Peserta Didik Kelas 4 C MIN 2 Kota Makassar","authors":"Subaedah Subaedah, Akhmad Syahid, Muh. Aidil Sudarmono R, Tirta Inzi Widana","doi":"10.33096/eljour.v4i1.203","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.203","url":null,"abstract":"This study examines the Implementation of Supportive Learning Design Types of Student Teams Achievement Division (STAD) in Improving Student Counting Achievement Level 4 C MIN 2 Makassar City. This type of research is quality research located at MIN 2 Makassar City Jl. Pioneer of Independence Km. 15, Daya, Biringkanaya District, Makassar City. The deployment procedures carried out were observation, questions and answers, and archiving. The product of this research shows that the aspects that trigger the decline in arithmetical achievement of students at level 4 C MIN 2 Makassar City include lack of interest, low motivation, lack of teaching aids, frequently changing textbooks, school environment, and family area. Implementation of the Supportive Learning Design Type Student Teams Achievement Division (STAD) was able to increase the arithmetic achievement of students at level 4 C MIN 2 Makassar City by 48% from what initially many students had scores above the KKM amounting to 10 people or 35% increased to 24 people or 83 %. The conclusion of this study is that the factors that trigger the decline in arithmetic achievement of students at level 4 C MIN 2 Makassar City include lack of interest, low motivation, lack of teaching aids, frequently changing textbooks, school areas, and family areas along with the implementation of supportive learning designs of Student Teams. The Achievement Division (STAD) was able to increase the arithmetic achievement of students at level 4 C MIN 2 Makassar City by 48%.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86439319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.33096/eljour.v4i1.197
W. Wahyudin, Nurlaelah Sultan
Producing quality and superior human beings is always an interesting matter to study, so it often becomes a topic of discussion in various discussion forums and scientific meetings. To give birth to superior human beings, it cannot be separated from talking about human nature itself. Understanding the nature, nature and character of human beings is a strategic key in the effort to build "human beings" of plenary people, as well as being the basic capital of understanding in initiating Islamic humanist education. As a hudan, the Qur'an has provided clear and ideal postulates about humans by providing a clear picture of the nature, nature and character of humans by conveying information that humans are creatures who have extraordinary innate potential (nature) that can be developed. and empowered through education, and this can be done if we understand the concept of human insaniyah and basyariyah. In fact, the Qur'an has described the characteristics of a superior and qualified human being by providing a very well-established conceptual reference through various verses of the Koran which talk about humans with all their unifications, for example the description of humans as "hanief", humans who are inclined to truth. and noble values, and giving mandate to humans as khalifatullah fi al-ardh is clear evidence that humans are special creatures and this is the main task of the world of Islamic education to realize this by giving birth from the "womb" of superior human Islamic educational institutions and quality.
生产优质和优秀的人类一直是一个有趣的研究问题，因此它经常成为各种论坛和科学会议的讨论话题。要孕育出优秀的人类，就离不开对人性本身的探讨。认识人的本质、性质和品格，是努力建设全人的“人”的战略关键，也是开展伊斯兰人文主义教育认识的基本资本。作为一部《古兰经》，《古兰经》提供了关于人类的清晰而理想的假设，通过传达人类是具有可以发展的非凡的先天潜能(自然)的生物的信息，清晰地描绘了人类的本性、本性和性格。并通过教育获得力量，如果我们理解了人类精神错乱和精神错乱的概念，这是可以做到的。事实上，《古兰经》通过提供一个非常完善的概念参考来描述一个优秀的，合格的人类的特征，通过《古兰经》的各种经文来谈论人类的所有统一，例如将人类描述为"hanief"，倾向于真理的人类。赋予人类作为khalifatullah fi -ardh的使命清楚地证明了人类是特殊的生物，这是伊斯兰教育界的主要任务，通过从伊斯兰教育机构和质量的“子宫”中诞生优越的人类来实现这一点。
{"title":"Potret Insan Unggul Perspektif Al-Qur’an (Antara Postulat Al-Qur’an dan Harapan Pendidikan Islam)","authors":"W. Wahyudin, Nurlaelah Sultan","doi":"10.33096/eljour.v4i1.197","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.197","url":null,"abstract":"Producing quality and superior human beings is always an interesting matter to study, so it often becomes a topic of discussion in various discussion forums and scientific meetings. To give birth to superior human beings, it cannot be separated from talking about human nature itself. Understanding the nature, nature and character of human beings is a strategic key in the effort to build \"human beings\" of plenary people, as well as being the basic capital of understanding in initiating Islamic humanist education. As a hudan, the Qur'an has provided clear and ideal postulates about humans by providing a clear picture of the nature, nature and character of humans by conveying information that humans are creatures who have extraordinary innate potential (nature) that can be developed. and empowered through education, and this can be done if we understand the concept of human insaniyah and basyariyah. In fact, the Qur'an has described the characteristics of a superior and qualified human being by providing a very well-established conceptual reference through various verses of the Koran which talk about humans with all their unifications, for example the description of humans as \"hanief\", humans who are inclined to truth. and noble values, and giving mandate to humans as khalifatullah fi al-ardh is clear evidence that humans are special creatures and this is the main task of the world of Islamic education to realize this by giving birth from the \"womb\" of superior human Islamic educational institutions and quality.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88126511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.33096/eljour.v4i1.204
Nurbaeti Nurbaeti, Akhmad Syahid
Geogebra classic as it is known today can be run through various platforms. At the beginning of the introduction and development of GeoGebra, I learned about the Makassar City Mathematics MGMP training being held by the Directorate General of the Republic of Indonesia in South Sulawesi in 2021. At that time, Geogebra Classic was only introduced as a free mathematics software that could be run via the Windows operating system. In its development, GeoGebra Classic has undergone many changes, especially now that it can be used on various platforms. At the beginning of its development, GeoGebra Classic was only used for two-dimensional geometry and algebra material. But now, GeoGebra Classic can be used for three-dimensional geometry with other capabilities. Geogebra classic that is used today is geogebra classic. Geogebra classic was originally known as geogebra 5, then geogebra 6. At the time this article was written, it was known as geogebra classic. At present, the compression of computer programs in learning mathematics is a necessity and is a mandatory requirement for students at both the elementary, secondary, and tertiary levels today. There are lots of computer programs and Android phones that can be used in learning mathematics, including the GeoGebra application. Geogebra classic is a dynamic program with a variety of facilities that are very useful for students, especially on the subject of linear programming, and can be used as a medium for learning mathematics. In addition, Geogebra classic can be used to demonstrate or visualize mathematical concepts as well as tools to construct these concepts. With this program, abstract mathematical objects can be visualized and manipulated quickly and efficiently.
{"title":"Penggunaan Software Geogebra Classic Pada Mata Pelajaran Matematika (Program Linear)","authors":"Nurbaeti Nurbaeti, Akhmad Syahid","doi":"10.33096/eljour.v4i1.204","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.204","url":null,"abstract":"Geogebra classic as it is known today can be run through various platforms. At the beginning of the introduction and development of GeoGebra, I learned about the Makassar City Mathematics MGMP training being held by the Directorate General of the Republic of Indonesia in South Sulawesi in 2021. At that time, Geogebra Classic was only introduced as a free mathematics software that could be run via the Windows operating system. In its development, GeoGebra Classic has undergone many changes, especially now that it can be used on various platforms. At the beginning of its development, GeoGebra Classic was only used for two-dimensional geometry and algebra material. But now, GeoGebra Classic can be used for three-dimensional geometry with other capabilities. Geogebra classic that is used today is geogebra classic. Geogebra classic was originally known as geogebra 5, then geogebra 6. At the time this article was written, it was known as geogebra classic. At present, the compression of computer programs in learning mathematics is a necessity and is a mandatory requirement for students at both the elementary, secondary, and tertiary levels today. There are lots of computer programs and Android phones that can be used in learning mathematics, including the GeoGebra application. Geogebra classic is a dynamic program with a variety of facilities that are very useful for students, especially on the subject of linear programming, and can be used as a medium for learning mathematics. In addition, Geogebra classic can be used to demonstrate or visualize mathematical concepts as well as tools to construct these concepts. With this program, abstract mathematical objects can be visualized and manipulated quickly and efficiently.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79717635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.33096/eljour.v4i1.200
A. Tahir, Andi Bunyamin
This study focuses on the influence of educational resource management on student achievement at the State Aliyah Madrasa in South Sulawesi, which aims to analyze the Effect of Educational Resource Management on Student Achievement at the State Aliyah Madrasa in South Sulawesi. This study uses a quantitative approach to the type of research that will be used is type of survey research. Where survey, is a study that takes samples from one population and uses data instruments in the form of questionnaires, interviews, observations, and document data as a means of collecting basic data. The approach in this study uses a positivistic approach. The population in this study were all teachers at Aliyah madrasas in South Sulawesi. The sample taken from this population is 150 teachers. Of the five madrasas in South Sulawesi. With descriptive statistical analysis techniques, and inferential statistical analysis techniques. The results showed that first, the implementation of management of educational resources in the State Madrasah Aliyah in South Sulawesi was in a good category with a total percentage of 57%, second, the student achievement of the State Madrasah Aliyah in South Sulawesi was in the very good category with a percentage of 69%, third, and the results of the regression calculations show that there is an influence of management of content standards, process standards, educator and educational staff standards, facilities, and infrastructure standards, education financing standards, on student achievement at State Madrasah Aliyah in Sulawesi-South. Novelty, The role of educational resource management at the State Aliyah Madrasa in South Sulawesi, in improving student achievement to create high-quality Aliyah madrasa students who are ready to compete in the era of the industrial revolution 4.0.
{"title":"Pengaruh Manajemen Sumber Daya Pendidikan Terhadap Prestasi Siswa Madrasah Aliyah Negeri Di Sulawesi Selatan","authors":"A. Tahir, Andi Bunyamin","doi":"10.33096/eljour.v4i1.200","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.200","url":null,"abstract":"This study focuses on the influence of educational resource management on student achievement at the State Aliyah Madrasa in South Sulawesi, which aims to analyze the Effect of Educational Resource Management on Student Achievement at the State Aliyah Madrasa in South Sulawesi. This study uses a quantitative approach to the type of research that will be used is type of survey research. Where survey, is a study that takes samples from one population and uses data instruments in the form of questionnaires, interviews, observations, and document data as a means of collecting basic data. The approach in this study uses a positivistic approach. The population in this study were all teachers at Aliyah madrasas in South Sulawesi. The sample taken from this population is 150 teachers. Of the five madrasas in South Sulawesi. With descriptive statistical analysis techniques, and inferential statistical analysis techniques. The results showed that first, the implementation of management of educational resources in the State Madrasah Aliyah in South Sulawesi was in a good category with a total percentage of 57%, second, the student achievement of the State Madrasah Aliyah in South Sulawesi was in the very good category with a percentage of 69%, third, and the results of the regression calculations show that there is an influence of management of content standards, process standards, educator and educational staff standards, facilities, and infrastructure standards, education financing standards, on student achievement at State Madrasah Aliyah in Sulawesi-South. Novelty, The role of educational resource management at the State Aliyah Madrasa in South Sulawesi, in improving student achievement to create high-quality Aliyah madrasa students who are ready to compete in the era of the industrial revolution 4.0.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86716276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.33096/eljour.v4i1.201
D. Darmawati, Muliani Muliani
This research is included in the type of qualitative descriptive research because it describes the facts or a picture of leadership on the performance of PAI teachers. The subjects of the research were the principals and PAI teachers. Data collection techniques through interviews. The results of the research conducted illustrate that if the teacher experiences obstacles in the teaching and learning process, the teacher will find his own solution or if it is deemed necessary to communicate with other teachers it will be carried out by the teacher, both in one school and in MGMP. Supervision of school principals in improving the performance of PAI teachers has been very good, but in this case, the principal's leadership must continue to be developed so that the performance of PAI teachers is increasing and the output to students is better. The principal as a policy maker must be able to move the wheels of the organization optimally. Building the quality of PAI teachers who have reliable competencies is not enough to build in a short time, but must be built in a comprehensive and sustainable manner, superior resources are not born just like that but there must be someone who is able to drive and make breakthroughs through a policy and this is only leaders and stakeholders who are expected to be able to make the breakthrough. The principal's supervision of the performance of PAI teachers will only lead to success because from the research conducted the output produced is still not optimal. This supervision must be improved so that in the future PAI teachers and other teachers are more disciplined in preparing teaching materials and are active and professional in providing learning.
{"title":"Peran Supervisi Kepala Sekolah dalam Meningkatkan Kinerja Guru PAI Di SMP Negeri 1 Marisa","authors":"D. Darmawati, Muliani Muliani","doi":"10.33096/eljour.v4i1.201","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.201","url":null,"abstract":"This research is included in the type of qualitative descriptive research because it describes the facts or a picture of leadership on the performance of PAI teachers. The subjects of the research were the principals and PAI teachers. Data collection techniques through interviews. The results of the research conducted illustrate that if the teacher experiences obstacles in the teaching and learning process, the teacher will find his own solution or if it is deemed necessary to communicate with other teachers it will be carried out by the teacher, both in one school and in MGMP. Supervision of school principals in improving the performance of PAI teachers has been very good, but in this case, the principal's leadership must continue to be developed so that the performance of PAI teachers is increasing and the output to students is better. The principal as a policy maker must be able to move the wheels of the organization optimally. Building the quality of PAI teachers who have reliable competencies is not enough to build in a short time, but must be built in a comprehensive and sustainable manner, superior resources are not born just like that but there must be someone who is able to drive and make breakthroughs through a policy and this is only leaders and stakeholders who are expected to be able to make the breakthrough. The principal's supervision of the performance of PAI teachers will only lead to success because from the research conducted the output produced is still not optimal. This supervision must be improved so that in the future PAI teachers and other teachers are more disciplined in preparing teaching materials and are active and professional in providing learning.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81971568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.33096/eljour.v4i1.198
Abdul Mansyur
This study used the lecture method and questions and answers were given to convey the material to be given to partner MI teachers. 1) The lecture method aims to convey a series of theories and procedures for making literary teaching materials, and how the learning process can be carried out properly and effectively through Microteaching, 2) The discussion and question and answer method is used to make it easier for instructors or executors to determine strategies to be applied in mentoring. While the debriefing is conducted to check whether the participants have understood the ICT-based learning material provided by the instructor, besides that the question and answer session helps participants adapt the media to the subject to be taught. The assignment method is used to train teachers to make ICT-based learning media using VSDC and PPT and implement these media to students. 3) Practice and assignment methods are used to provide training to workshop participants to prepare and compile ICT-based learning media using VSDC and PPT. 4) The process of making ICT-based learning media is preparing a laptop or PC complete with an Internet network, then preparing a guidebook that can be used by teachers in running applications for making ICT-based media using VSDC and PPT. The first problem encountered in learning literature is 1) the teacher's inability to master literature, 2) the lack of teaching skills for teachers, 3) the lack of understanding of literature. Furthermore, the second problem in the field of technology is 1) not being able to package media properly, 2) have never attended training in making teaching media, 3) lack of motivation in improving IT skills. Given the problems mentioned above, the solutions offered are 1) training in making teaching materials for literature, 2) training for making learning media 3) training and mentoring for packaging literary learning media, 4) training and strengthening strategies in using media that have been made by the teacher , 5) Training on promoting works through websites/youtube. Through this media the teacher will be helped to explain how to read poetry properly according to what is shown by the audio-visual media. School is a place for seeking knowledge, but if the school is not able to make children excited, it is necessary to re- evaluate what is lacking in the learning process. While those who are assessed are still at the level of memorization ability. Therefore, this service is carried out to help solve problems that occur in learning in Madrasas.
{"title":"Pelatihan Pembuatan Media Pembelajaran Bagi Guru Berbasis ICT dan VSDC Di MIS Al Abrar Kota Makassar","authors":"Abdul Mansyur","doi":"10.33096/eljour.v4i1.198","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.198","url":null,"abstract":"This study used the lecture method and questions and answers were given to convey the material to be given to partner MI teachers. 1) The lecture method aims to convey a series of theories and procedures for making literary teaching materials, and how the learning process can be carried out properly and effectively through Microteaching, 2) The discussion and question and answer method is used to make it easier for instructors or executors to determine strategies to be applied in mentoring. While the debriefing is conducted to check whether the participants have understood the ICT-based learning material provided by the instructor, besides that the question and answer session helps participants adapt the media to the subject to be taught. The assignment method is used to train teachers to make ICT-based learning media using VSDC and PPT and implement these media to students. 3) Practice and assignment methods are used to provide training to workshop participants to prepare and compile ICT-based learning media using VSDC and PPT. 4) The process of making ICT-based learning media is preparing a laptop or PC complete with an Internet network, then preparing a guidebook that can be used by teachers in running applications for making ICT-based media using VSDC and PPT. The first problem encountered in learning literature is 1) the teacher's inability to master literature, 2) the lack of teaching skills for teachers, 3) the lack of understanding of literature. Furthermore, the second problem in the field of technology is 1) not being able to package media properly, 2) have never attended training in making teaching media, 3) lack of motivation in improving IT skills. Given the problems mentioned above, the solutions offered are 1) training in making teaching materials for literature, 2) training for making learning media 3) training and mentoring for packaging literary learning media, 4) training and strengthening strategies in using media that have been made by the teacher , 5) Training on promoting works through websites/youtube. Through this media the teacher will be helped to explain how to read poetry properly according to what is shown by the audio-visual media. School is a place for seeking knowledge, but if the school is not able to make children excited, it is necessary to re- evaluate what is lacking in the learning process. While those who are assessed are still at the level of memorization ability. Therefore, this service is carried out to help solve problems that occur in learning in Madrasas.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86241403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-31DOI: 10.33096/eljour.v4i1.199
Abdul Malik, Yuyun Sri Wahyuni, Prabu Rohman
The foundation of this examination is that scientists see the troubles of learning Islamic Strict Schooling in kids with unique necessities, to be specific the comprehension of youngsters with extraordinary necessities which is restricted to something conceptual and requires substantial clarifications. Accordingly, Islamic Strict Schooling educators need to carry out discoveries that can give accommodation to understudies in SLB, specifically understudies with unique requirements to grasp the learning material well. This study analyzes the examination of Islamic strict schooling learning for youngsters with exceptional requirements at SLB Quridha Ilmi, Tapalang Locale, Mamuju Regime. This exploration is an engaging subjective examination. The subjects in the review were PAI educators and understudies of Kids with Extraordinary Necessities, while the item in the review was an examination of Islamic Strict Schooling learning for youngsters with unique requirements, while the sources in the review were associates, guardians, and instructors. Information was gathered through perception, meetings, and documentation. Information investigation utilized is. The consequences of the review presumed that the Examination of Islamic Strict Schooling Learning for understudies with extraordinary requirements at SLB Quridha Ilmi. Remain noticeable like educating and learning exercises overall. During the growing experience, there are understudies with exceptional necessities who are as yet joined by guides and the people who are not generally going with, and for understudies who are not generally going with in class, the educator will guide them with extremely restricted capacities in the ABK field. Supporting variables in the examination of Islamic Strict Training learning at SLB Quridha Ilmi, Tapalang Locale, Mamuju Regime: parental help, educators will direct calmly, the presence of ABK associates, the presence of schools upheld by the public authority, the job of understudies who regard one another. Restraining factors in Islamic Strict Schooling Learning; the shortfall of exceptional ABK educators, the shortfall of extraordinary ABK offices and framework, and the shortfall of unique ABK supporting books.
这项研究的基础是，科学家们在有特殊需求的孩子身上看到了学习伊斯兰严格教育的麻烦，具体来说，有特殊需求的孩子的理解仅限于概念上的东西，需要实质性的澄清。因此，伊斯兰严格学校教育的教育者需要进行一些发现，以适应在SLB中学习的学生，特别是对学习材料有特殊要求的学生。本研究分析了马木居政权的塔帕朗地区、Quridha Ilmi的SLB对有特殊需要的青少年的伊斯兰严格学校教育的考试。这种探索是一种引人入胜的主观考察。审查的对象是PAI教育工作者和特殊需要儿童的替身，而审查的项目是针对有特殊要求的青少年的伊斯兰严格学校教育的考试，而审查的来源是同事，监护人和教师。信息是通过感知、会议和文档收集的。信息调查利用的是。审查的结果是假定伊斯兰严格学校教育考试对Quridha Ilmi学校有特殊要求的学生。总体来说，像教育和学习练习一样引人注目。在成长的过程中，有一些有特殊需要的学生，他们还没有被指导和一般不一起去的人，而对于一般不一起上课的学生，教育者会在ABK领域指导能力极其有限的人。在SLB Quridha Ilmi, Tapalang地区，Mamuju政权的伊斯兰严格训练学习考试中的支持变量:家长帮助，教育者会冷静地指导，ABK同事的存在，公共当局支持的学校的存在，相互尊重的学生的工作。伊斯兰严格教育学习的制约因素卓越的ABK教育工作者的短缺，卓越的ABK办公室和框架的短缺，以及独特的ABK支持书籍的短缺。
{"title":"Analisis Pembelajaran Pendidikan Agama Islam pada Anak Berkebutuhan Khusus Di SLB Quridha Ilmi Kecamatan Tapalang Kabupaten Mamuju","authors":"Abdul Malik, Yuyun Sri Wahyuni, Prabu Rohman","doi":"10.33096/eljour.v4i1.199","DOIUrl":"https://doi.org/10.33096/eljour.v4i1.199","url":null,"abstract":"The foundation of this examination is that scientists see the troubles of learning Islamic Strict Schooling in kids with unique necessities, to be specific the comprehension of youngsters with extraordinary necessities which is restricted to something conceptual and requires substantial clarifications. Accordingly, Islamic Strict Schooling educators need to carry out discoveries that can give accommodation to understudies in SLB, specifically understudies with unique requirements to grasp the learning material well. This study analyzes the examination of Islamic strict schooling learning for youngsters with exceptional requirements at SLB Quridha Ilmi, Tapalang Locale, Mamuju Regime. This exploration is an engaging subjective examination. The subjects in the review were PAI educators and understudies of Kids with Extraordinary Necessities, while the item in the review was an examination of Islamic Strict Schooling learning for youngsters with unique requirements, while the sources in the review were associates, guardians, and instructors. Information was gathered through perception, meetings, and documentation. Information investigation utilized is. The consequences of the review presumed that the Examination of Islamic Strict Schooling Learning for understudies with extraordinary requirements at SLB Quridha Ilmi. Remain noticeable like educating and learning exercises overall. During the growing experience, there are understudies with exceptional necessities who are as yet joined by guides and the people who are not generally going with, and for understudies who are not generally going with in class, the educator will guide them with extremely restricted capacities in the ABK field. Supporting variables in the examination of Islamic Strict Training learning at SLB Quridha Ilmi, Tapalang Locale, Mamuju Regime: parental help, educators will direct calmly, the presence of ABK associates, the presence of schools upheld by the public authority, the job of understudies who regard one another. Restraining factors in Islamic Strict Schooling Learning; the shortfall of exceptional ABK educators, the shortfall of extraordinary ABK offices and framework, and the shortfall of unique ABK supporting books.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83844660","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 paper analyzes a few significant differences between Spanish and English in relation to phonological patterns. First, a short introduction is given about these two languages, and it is briefly explained in what linguistic aspects they are similar or different. Then, each of these linguistic features is analyzed in detail, clearly establishing the differences existing between Spanish and English. The specific phonological features that are addressed on this academic paper are vowel and consonant phonemes, diphthongs and triphthongs, as well as syllable and sentence stress. Furthermore, several pronunciation difficulties for Spanish speakers are discussed. Finally, some didactic implications are considered so that teachers can help their students of either language learn the second one considering important linguistic features.
{"title":"A Comparative Linguistic Analysis of English and Spanish Phonological System","authors":"Juan Carlos Silva Valencia","doi":"10.26817/16925777.1152","DOIUrl":"https://doi.org/10.26817/16925777.1152","url":null,"abstract":"This paper analyzes a few significant differences between Spanish and English in relation to phonological patterns. First, a short introduction is given about these two languages, and it is briefly explained in what linguistic aspects they are similar or different. Then, each of these linguistic features is analyzed in detail, clearly establishing the differences existing between Spanish and English. The specific phonological features that are addressed on this academic paper are vowel and consonant phonemes, diphthongs and triphthongs, as well as syllable and sentence stress. Furthermore, several pronunciation difficulties for Spanish speakers are discussed. Finally, some didactic implications are considered so that teachers can help their students of either language learn the second one considering important linguistic features.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79614360","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}
EFL teachers usually experience stress as a result of environmental and personal factors. However, the problem and its triggering factors appear to be overlooked in the study context. Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, and coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methods design, cluster sampling, and judgemental sampling techniques were used in the investigation. A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and an interview, and descriptive and inferential statistics were employed to analyze the data. The findings demonstrate that the majority of the teachers have experienced stress and that all of the posited factors have a substantial association with the problem. The major finding is that stress negatively affects EFL teachers' working behavior. In light of this finding, it is suggested that coping strategies training be provided. The study has pedagogical implications as it suggests that emotional intelligence and stress coping techniques be included in EFL teaching methodology courses. Finally, because the sample is too small to generalize to various situations, more research on a large scale is suggested to understand the magnitude of the problem's expansion in the region.
{"title":"EFL Teachers' Stress and Coping Strategies: the case of public primary schools in Jimma Zone, Ethiopia","authors":"Teshale Ayalew, Getachew Seyoum Woldemariam, Adege Alemu","doi":"10.26817/16925777.1516","DOIUrl":"https://doi.org/10.26817/16925777.1516","url":null,"abstract":"EFL teachers usually experience stress as a result of environmental and personal factors. However, the problem and its triggering factors appear to be overlooked in the study context. Thus, the goal of this study is to look into EFL teachers' stress, the factors that contribute to it, and coping strategies used in public primary schools in Jimma Zone, Ethiopia. Mixed methods design, cluster sampling, and judgemental sampling techniques were used in the investigation. A total of 100 EFL teachers took part in it. Data was collected using a questionnaire and an interview, and descriptive and inferential statistics were employed to analyze the data. The findings demonstrate that the majority of the teachers have experienced stress and that all of the posited factors have a substantial association with the problem. The major finding is that stress negatively affects EFL teachers' working behavior. In light of this finding, it is suggested that coping strategies training be provided. The study has pedagogical implications as it suggests that emotional intelligence and stress coping techniques be included in EFL teaching methodology courses. Finally, because the sample is too small to generalize to various situations, more research on a large scale is suggested to understand the magnitude of the problem's expansion in the region.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85429295","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 aimed to reveal the reasons for choosing the teaching profession of pedagogical formation education certificate program students and to examine the differences in the reasons for choosing teaching according to gender, place of residence, high school, monthly income of the family, parental education level and order of preference variables. The survey model was used. The universe consisted of approximately 250 pedagogical formation education certificate program students studying at a University in Eastern Anatolia in Turkey in 2022. The sample consists of 158 randomly selected pedagogical formation education certificate program students. The “Reasons for Choosing Teaching as a Career Scale”, which was developped by Lai, Chan, Ko, and So in 2005 and adapted into Turkish by Balyer and Özcan in 2014, was used as a data collection tool. As a result of the study, it was seen that the level of choosing to teach for internal reasons of pedagogical formation education certificate program students was higher than the level of choice for external reasons and the level of being affected by (others). In addition, it was concluded that the reasons for choosing the teaching profession of pedagogical formation education certificate program students differed according to gender, place of residence, income, order of preference, and education level of parents.
本研究旨在揭示师范形成教育证书课程学生选择教学专业的原因，并检视性别、居住地、高中、家庭月收入、父母受教育程度及偏好变量排序在选择教学原因上的差异。采用调查模型。宇宙由大约250名教学形成教育证书课程的学生组成，他们于2022年在土耳其东安纳托利亚的一所大学学习。样本由158名随机抽取的师范形成教育证书课程学生组成。“选择教学作为职业的理由量表”由Lai, Chan, Ko, and So于2005年开发，并于2014年由Balyer和Özcan改编成土耳其语，作为数据收集工具。研究结果显示，教育形成教育证书课程学生因内因选择教学的水平高于因外因选择教学的水平和受(他人)影响的水平。此外，本研究还发现，教育形成教育证书课程学生选择教学专业的原因，因性别、居住地、收入、偏好顺序、父母教育程度等因素而有所差异。
{"title":"An investigation of Prospective Teachers’ Reasons for Preferring Teaching as a Progression: Turkish Context","authors":"H. Kaya, Murat Korucuk","doi":"10.26817/16925777.1504","DOIUrl":"https://doi.org/10.26817/16925777.1504","url":null,"abstract":"This study aimed to reveal the reasons for choosing the teaching profession of pedagogical formation education certificate program students and to examine the differences in the reasons for choosing teaching according to gender, place of residence, high school, monthly income of the family, parental education level and order of preference variables. The survey model was used. The universe consisted of approximately 250 pedagogical formation education certificate program students studying at a University in Eastern Anatolia in Turkey in 2022. The sample consists of 158 randomly selected pedagogical formation education certificate program students. The “Reasons for Choosing Teaching as a Career Scale”, which was developped by Lai, Chan, Ko, and So in 2005 and adapted into Turkish by Balyer and Özcan in 2014, was used as a data collection tool. As a result of the study, it was seen that the level of choosing to teach for internal reasons of pedagogical formation education certificate program students was higher than the level of choice for external reasons and the level of being affected by (others). In addition, it was concluded that the reasons for choosing the teaching profession of pedagogical formation education certificate program students differed according to gender, place of residence, income, order of preference, and education level of parents.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83681469","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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