SMAN 1 Bondowoso has carried out the Strengthening Student Pancasila Profile Project (P5) with two themes, namely entrepreneurship and local wisdom, in the second semester of the 2022/2023 academic year. The P5 activities enhance the characters of mutual cooperation, mutual assistance, empathy, and solidarity among students. This research uses a qualitative descriptive approach. Data collection methods include observation, interviews, and documentation. The data analysis consists of three stages: data reduction, data presentation, and drawing conclusions. The results of the research on Instilling Mutual Cooperation Character Through Entrepreneurship and Local Wisdom Themes in the Independent Curriculum P5 show that 1) the process of instilling the character of mutual cooperation in P5 activities begins with diagnostic assessment, introduction, contextualization, real action, reflection-follow-up, and learning celebration. 2) The strategies developed by teachers in the learning celebration include organizing a Food Bazaar activity on the entrepreneurship theme and a Local Cultural Performance activity featuring cultural aspects of Bondowoso Regency on the local wisdom theme.
{"title":"Penanaman Karakter Gotong Royong Melalui Tema Kewirausahaan dan Kearifan Lokal pada P5 Kurikulum Merdeka","authors":"Laily Mkm, Ali Usman, N. Hidayati","doi":"10.47134/jtp.v1i3.86","DOIUrl":"https://doi.org/10.47134/jtp.v1i3.86","url":null,"abstract":"SMAN 1 Bondowoso has carried out the Strengthening Student Pancasila Profile Project (P5) with two themes, namely entrepreneurship and local wisdom, in the second semester of the 2022/2023 academic year. The P5 activities enhance the characters of mutual cooperation, mutual assistance, empathy, and solidarity among students. This research uses a qualitative descriptive approach. Data collection methods include observation, interviews, and documentation. The data analysis consists of three stages: data reduction, data presentation, and drawing conclusions. The results of the research on Instilling Mutual Cooperation Character Through Entrepreneurship and Local Wisdom Themes in the Independent Curriculum P5 show that 1) the process of instilling the character of mutual cooperation in P5 activities begins with diagnostic assessment, introduction, contextualization, real action, reflection-follow-up, and learning celebration. 2) The strategies developed by teachers in the learning celebration include organizing a Food Bazaar activity on the entrepreneurship theme and a Local Cultural Performance activity featuring cultural aspects of Bondowoso Regency on the local wisdom theme.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"79 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381409","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}
Konsep School well-being dapat diartikan sebagai lingkungan sekolah yang aman, nyaman, dan menyenangkan dengan tujuan untuk pemenuhan pengembangan potensi, prestasi, dan kemampuan peserta didik. Terdapat empat dimensi School well-being, antaranya having, loving, being, dan health. Salah satu upaya komunitas sekolah dalam perwujudan school well-being adalah dengan menciptakan pembelajaran yang berorientasi pada kebutuhan belajar peserta didik. Pembelajaran berdiferensiasi merupakan kegiatan pembelajaran yang mengakomodir kebutuhan belajar peserta didik. Penelitian ini menggunakan jenis penelitian kuantitatif deskriptif dengan memberikan angket menggunakan google formulir. Setelah dilakukan analisis data diperoleh hasil bahwa gaya belajar peserta didik di kelas X2 sangat beragam, mulai dari auditori, visual, dan kinestetik. Mayoritas gaya belajar peserta didik laki-laki adalah auditori dan kinestetik. Sedangkan untuk gaya belajar peserta didik perempuan, mayoritas adalah visual dengan persentase tertinggi. Selain itu, berdasarkan hasil analisis data diperoleh data juga terkait dimensi school well-being. Dimana dimensi tertinggi diduduki oleh dimensi health dengan persentase 91%. Berarti dapat disimpulkan bahwa mayoritas peserta didik tidak merasa tertekan ketika mengikuti kegiatan pembelajaran.
{"title":"Upaya Mewujudkan School Well-Being Melalui Pembelajaran Berdiferensiasi pada Peserta Didik Kelas X","authors":"Millah Nur Wa’alin, Kukuh Munandar","doi":"10.47134/jtp.v1i4.90","DOIUrl":"https://doi.org/10.47134/jtp.v1i4.90","url":null,"abstract":"Konsep School well-being dapat diartikan sebagai lingkungan sekolah yang aman, nyaman, dan menyenangkan dengan tujuan untuk pemenuhan pengembangan potensi, prestasi, dan kemampuan peserta didik. Terdapat empat dimensi School well-being, antaranya having, loving, being, dan health. Salah satu upaya komunitas sekolah dalam perwujudan school well-being adalah dengan menciptakan pembelajaran yang berorientasi pada kebutuhan belajar peserta didik. Pembelajaran berdiferensiasi merupakan kegiatan pembelajaran yang mengakomodir kebutuhan belajar peserta didik. Penelitian ini menggunakan jenis penelitian kuantitatif deskriptif dengan memberikan angket menggunakan google formulir. Setelah dilakukan analisis data diperoleh hasil bahwa gaya belajar peserta didik di kelas X2 sangat beragam, mulai dari auditori, visual, dan kinestetik. Mayoritas gaya belajar peserta didik laki-laki adalah auditori dan kinestetik. Sedangkan untuk gaya belajar peserta didik perempuan, mayoritas adalah visual dengan persentase tertinggi. Selain itu, berdasarkan hasil analisis data diperoleh data juga terkait dimensi school well-being. Dimana dimensi tertinggi diduduki oleh dimensi health dengan persentase 91%. Berarti dapat disimpulkan bahwa mayoritas peserta didik tidak merasa tertekan ketika mengikuti kegiatan pembelajaran.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383678","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}
Penelitian ini bertujuan untuk menerapkan pembelajaran berdiferensiasi berdasarkan gaya belajar untuk mewujudkan student’s wellbeing pada pembelajaran Biologi materi Perubahan Lingkungan. Pembelajaran berdiferensiasi gaya belajar merupakan pembelajaran yang disesuaikan dengan minat dan karakteristik peserta didik serta gaya belajar mereka yaitu visual, audio, dan kinestetik yang berpusat pada peserta didik. Jenis penelitian yaitu kualitatif dengan menggunakan pendekatan deskriptif di kelas X.4 SMA Negeri 1 Bangorejo. Data mengenai gaya belajar peserta didik didapatkan melalui angket berupa google form. Hasil penelitian menunjukkan bahwa terdapat keragaman gaya belajar yang dimiliki oleh peserta didik dengan presentase tertinggi yaitu gaya belajar visual. Penerapan pembelajaran berbasis diferensiasi berdasarkan gaya belajar peserta didik dengan student’s well being memiliki peran yang signifikan terhadap hasil belajar peserta didik pada materi perubahan lingkungan karena peserta didik dapat mengekspresikan potensi yang dimiliki dengan memberikan pengalaman belajar yang lebih menyenangkan dan bermakna.
本研究旨在实施基于学习风格的差异化学习，以实现学生在生物学习材料 "环境变化 "中的幸福感。学习风格差异化学习是指根据学生的兴趣和特点以及他们的学习风格，即视觉、听觉和动觉，以学习者为中心的学习。研究类型为定性研究，采用描述性方法，在 SMA Negeri 1 Bangorejo 第十.4 班进行。有关学生学习风格的数据是通过谷歌表格形式的问卷调查获得的。结果显示，学生的学习方式多种多样，其中视觉学习方式所占比例最高。根据学生的学习风格和学生的健康状况应用基于差异化的学习方法，对学生学习环境变化材料的成果具有重要作用，因为学生可以通过提供更愉快、更有意义的学习体验来展现自己的潜能。
{"title":"Implementasi Pembelajaran Berdiferensiasi untuk Mewujudkan Student’s Well Being pada Pembelajaran Biologi di SMA Negeri 1 Bangorejo","authors":"Khilma Vita Nurmayasari, Aulya Nanda Prafiasari","doi":"10.47134/jtp.v1i4.88","DOIUrl":"https://doi.org/10.47134/jtp.v1i4.88","url":null,"abstract":"Penelitian ini bertujuan untuk menerapkan pembelajaran berdiferensiasi berdasarkan gaya belajar untuk mewujudkan student’s wellbeing pada pembelajaran Biologi materi Perubahan Lingkungan. Pembelajaran berdiferensiasi gaya belajar merupakan pembelajaran yang disesuaikan dengan minat dan karakteristik peserta didik serta gaya belajar mereka yaitu visual, audio, dan kinestetik yang berpusat pada peserta didik. Jenis penelitian yaitu kualitatif dengan menggunakan pendekatan deskriptif di kelas X.4 SMA Negeri 1 Bangorejo. Data mengenai gaya belajar peserta didik didapatkan melalui angket berupa google form. Hasil penelitian menunjukkan bahwa terdapat keragaman gaya belajar yang dimiliki oleh peserta didik dengan presentase tertinggi yaitu gaya belajar visual. Penerapan pembelajaran berbasis diferensiasi berdasarkan gaya belajar peserta didik dengan student’s well being memiliki peran yang signifikan terhadap hasil belajar peserta didik pada materi perubahan lingkungan karena peserta didik dapat mengekspresikan potensi yang dimiliki dengan memberikan pengalaman belajar yang lebih menyenangkan dan bermakna.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"96 s392","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139629738","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}
Penelitian ini bertujuan untuk mengeksplorasi upaya peningkatan motivasi peserta didik kelas X -3 di SMAN Pakusari dalam mata pelajaran Bahasa Inggris dengan menggunakan media game Wordwall. Metode penelitian yang digunakan adalah penelitian tindakan kelas yang melibatkan 35 peserta didik selama tiga siklus. Data dikumpulkan melalui observasi, angket motivasi, dan tes hasil belajar. Hasil penelitian menunjukkan bahwa penggunaan media game Wordwall secara konsisten meningkatkan motivasi peserta didik dalam mempelajari Bahasa Inggris. Peserta didik menunjukkan level motivasi yang lebih tinggi, termotivasi untuk berpartisipasi aktif dalam pembelajaran, dan memiliki minat yang meningkat dalam mempelajari materi Bahasa Inggris. Selain itu, hasil tes menunjukkan peningkatan yang signifikan dalam penguasaan keterampilan Bahasa Inggris. Oleh karena itu, disarankan agar guru menggunakan mediagame Wordwall sebagai salah satu strategi pengajaran untuk meningkatkan motivasi peserta didik dan hasil belajar di kelas Bahasa Inggris.
{"title":"Upaya Peningkatan Motivasi Peserta Didik Kelas X - 3 pada Mata Pelajaran Bahasa Inggris dengan Menggunakan Media Game Wordwall","authors":"B. Soraya, Rita Sinta Dewi","doi":"10.47134/jtp.v1i4.89","DOIUrl":"https://doi.org/10.47134/jtp.v1i4.89","url":null,"abstract":"Penelitian ini bertujuan untuk mengeksplorasi upaya peningkatan motivasi peserta didik kelas X -3 di SMAN Pakusari dalam mata pelajaran Bahasa Inggris dengan menggunakan media game Wordwall. Metode penelitian yang digunakan adalah penelitian tindakan kelas yang melibatkan 35 peserta didik selama tiga siklus. Data dikumpulkan melalui observasi, angket motivasi, dan tes hasil belajar. Hasil penelitian menunjukkan bahwa penggunaan media game Wordwall secara konsisten meningkatkan motivasi peserta didik dalam mempelajari Bahasa Inggris. Peserta didik menunjukkan level motivasi yang lebih tinggi, termotivasi untuk berpartisipasi aktif dalam pembelajaran, dan memiliki minat yang meningkat dalam mempelajari materi Bahasa Inggris. Selain itu, hasil tes menunjukkan peningkatan yang signifikan dalam penguasaan keterampilan Bahasa Inggris. Oleh karena itu, disarankan agar guru menggunakan mediagame Wordwall sebagai salah satu strategi pengajaran untuk meningkatkan motivasi peserta didik dan hasil belajar di kelas Bahasa Inggris.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"5 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381030","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}
Siswa memiliki karakteristik yang berbeda atau unik dengan siswa lainnya, karakteristik yang berbeda yang hampir tidak dimiliki oleh orang lain, dalam arti karakter tersebut hampir tidak dimiliki oleh orang lain. dentifikasi karakteristik siswa, termasuk kemampuan awal dan latar belakang sosiokultural, serta gaya belajar mereka, tentu saja berbeda antara satu sama lain. Penelitian ini merupakan penelitian deskriptif kualitatif dengan strategi observasi dan juga pemberian angket. Teknik pengumpulan data dengan menggunakan Software berupa google form tes diagnostik serta dengan observasi di kelas. Teknik analisis yang digunakan dengan cara mengelompokkan data yang diperoleh kedalam kelompok gaya belajar tertentu yang artinya pengelompokkan data dan diverifikasi untuk ditarik kesimpulan. Berdasarkan hasil analisis gaya belajar di SMA Negeri Rambipuji terdapat 12 siswa sebesar 35,3% dengan gaya belajar visual dan kinestetik, dan gaya belajar auditori sebesar 29,4% terdapat pada 10 siswa. Dari hasil analisis tersebut peserta didik cenderung memilih gaya belajar visual dan kinestetik, meskipun peserta didik cenderung memiliki gaya belajar visual dan kinestetik , hal itu tidak menunjukkan bahwa mereka tidak memiliki kecenderungan untuk menggunakan gaya belajar auditori, melainkan biasanya lebih sering menggunakan gaya belajar visual dan kinestetik. Dalam hal ini, upaya tersebut termasuk dalam pembelajaran berdiferensiasi, yang bertujuan untuk memenuhi kebutuhan belajar yang berbeda- beda dari setiap siswa . Pembelajaran berdiferensiasi mampu mengakomodasi perbedaan dari gaya belajar siswa sehingga hasil analisis akan menjadi data awal pengelompokkan siswa untuk selanjutnya dibuatkan rancangan pembelajaran berdasarkan perbedaan tersebut.
{"title":"Analisis Gaya Belajar Siswa dalam Upaya Mengimplementasikan Pembelajaran Berdiferensiasi Kelas X2","authors":"E. Ermawati, Ali Usman","doi":"10.47134/jtp.v1i4.91","DOIUrl":"https://doi.org/10.47134/jtp.v1i4.91","url":null,"abstract":"Siswa memiliki karakteristik yang berbeda atau unik dengan siswa lainnya, karakteristik yang berbeda yang hampir tidak dimiliki oleh orang lain, dalam arti karakter tersebut hampir tidak dimiliki oleh orang lain. dentifikasi karakteristik siswa, termasuk kemampuan awal dan latar belakang sosiokultural, serta gaya belajar mereka, tentu saja berbeda antara satu sama lain. Penelitian ini merupakan penelitian deskriptif kualitatif dengan strategi observasi dan juga pemberian angket. Teknik pengumpulan data dengan menggunakan Software berupa google form tes diagnostik serta dengan observasi di kelas. Teknik analisis yang digunakan dengan cara mengelompokkan data yang diperoleh kedalam kelompok gaya belajar tertentu yang artinya pengelompokkan data dan diverifikasi untuk ditarik kesimpulan. Berdasarkan hasil analisis gaya belajar di SMA Negeri Rambipuji terdapat 12 siswa sebesar 35,3% dengan gaya belajar visual dan kinestetik, dan gaya belajar auditori sebesar 29,4% terdapat pada 10 siswa. Dari hasil analisis tersebut peserta didik cenderung memilih gaya belajar visual dan kinestetik, meskipun peserta didik cenderung memiliki gaya belajar visual dan kinestetik , hal itu tidak menunjukkan bahwa mereka tidak memiliki kecenderungan untuk menggunakan gaya belajar auditori, melainkan biasanya lebih sering menggunakan gaya belajar visual dan kinestetik. Dalam hal ini, upaya tersebut termasuk dalam pembelajaran berdiferensiasi, yang bertujuan untuk memenuhi kebutuhan belajar yang berbeda- beda dari setiap siswa . Pembelajaran berdiferensiasi mampu mengakomodasi perbedaan dari gaya belajar siswa sehingga hasil analisis akan menjadi data awal pengelompokkan siswa untuk selanjutnya dibuatkan rancangan pembelajaran berdasarkan perbedaan tersebut.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383265","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}
Differentiated learning is introduced to address individual differences in the abilities, interests, and learning styles of students in the classroom. However, in reality, there are still few teachers who implement differentiated learning. Teachers often provide general instruction without considering individual differences in the class. Moreover, teachers tend to teach according to their own learning style without considering the students' learning styles as the subject of learning. In this study, the researcher applied differentiated learning based on students' learning styles as an effort to meet the diverse learning needs of students. This research is qualitative, using a descriptive approach conducted at SMA Negeri 1 Bondowoso. Data collection was carried out through observation, observing students' activities during the learning process. The results show that the implementation of differentiated learning based on students' learning styles can have a positive impact on students in the learning process. Students become enthusiastic about exploring learning materials as they can engage in the learning process according to their interests, making the learning more meaningful. Additionally, students also appear happy during the learning process, indicating a positive and enjoyable learning atmosphere. Based on these findings, it is recommended for teachers to implement differentiated learning in the classroom to meet the diverse needs of students, thus creating a more enjoyable and meaningful learning experience.
引入差异化学习是为了解决课堂上学生在能力、兴趣和学习方式上的个体差异。然而，在现实中，实施差异化学习的教师仍然很少。教师往往只提供一般的教学，而不考虑班级中学生的个体差异。此外，教师往往根据自己的学习风格进行教学，而没有把学生的学习风格作为学习的主体。在本研究中，研究者根据学生的学习风格采用了差异化学习，以努力满足学生多样化的学习需求。本研究为定性研究，采用描述性方法，在邦多沃索第一中学（SMA Negeri 1 Bondowoso）进行。通过观察学生在学习过程中的活动来收集数据。结果表明，根据学生的学习风格实施差异化学习会对学生的学习过程产生积极影响。由于学生可以根据自己的兴趣参与学习过程，因此他们对学习材料的探究热情高涨，使学习更有意义。此外，学生在学习过程中也会感到快乐，这表明学习氛围是积极和愉快的。基于这些研究结果，我们建议教师在课堂上实施差异化学习，以满足学生的不同需求，从而创造更愉快、更有意义的学习体验。
{"title":"Penerapan Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar Peserta Didik","authors":"A. Nurlatifah, Kukuh Munandar","doi":"10.47134/jtp.v1i3.87","DOIUrl":"https://doi.org/10.47134/jtp.v1i3.87","url":null,"abstract":"Differentiated learning is introduced to address individual differences in the abilities, interests, and learning styles of students in the classroom. However, in reality, there are still few teachers who implement differentiated learning. Teachers often provide general instruction without considering individual differences in the class. Moreover, teachers tend to teach according to their own learning style without considering the students' learning styles as the subject of learning. In this study, the researcher applied differentiated learning based on students' learning styles as an effort to meet the diverse learning needs of students. This research is qualitative, using a descriptive approach conducted at SMA Negeri 1 Bondowoso. Data collection was carried out through observation, observing students' activities during the learning process. The results show that the implementation of differentiated learning based on students' learning styles can have a positive impact on students in the learning process. Students become enthusiastic about exploring learning materials as they can engage in the learning process according to their interests, making the learning more meaningful. Additionally, students also appear happy during the learning process, indicating a positive and enjoyable learning atmosphere. Based on these findings, it is recommended for teachers to implement differentiated learning in the classroom to meet the diverse needs of students, thus creating a more enjoyable and meaningful learning experience.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"6 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381150","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}
In this article, we will get acquainted with the STEAM educational technology, which the most developed top countries of the world are actually testing in the development of their educational systems. The research employs a descriptive approach to outline the key characteristics and objectives of PIRLS, PISA, TIMSS, and TALIS. The research aims to understand the global development of these programs and evaluates the readiness of the Uzbek system, particularly in the integration of STEAM educational technology. And we will consider the analysis of the results of international evaluation programs created to measure the effectiveness of education in Uzbekistan.
{"title":"Foreign Experience of Preparing Students for International Assessment Programs in the Educational System","authors":"Alimova Kunduz","doi":"10.47134/jtp.v1i3.268","DOIUrl":"https://doi.org/10.47134/jtp.v1i3.268","url":null,"abstract":"In this article, we will get acquainted with the STEAM educational technology, which the most developed top countries of the world are actually testing in the development of their educational systems. The research employs a descriptive approach to outline the key characteristics and objectives of PIRLS, PISA, TIMSS, and TALIS. The research aims to understand the global development of these programs and evaluates the readiness of the Uzbek system, particularly in the integration of STEAM educational technology. And we will consider the analysis of the results of international evaluation programs created to measure the effectiveness of education in Uzbekistan.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"68 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387328","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}
In this article, the role of the music teacher in the development of music lessons in general secondary schools and the positive solution of the demands and obligations imposed on him are analyzed. This study aims to explore effective music teaching within music pedagogy, focusing on personalized approaches, the development of creative potential, and the role of parents in the educational process. The method used in this study involves a descriptive approach to outline various aspects of effective music teaching within music pedagogy. The results show insights into strategies for effective music teaching, emphasizing support, motivation, and collaboration with both students and parents.
{"title":"Development of a Methodology for Organizing Classes of General Secondary Schools Based on New Technologies","authors":"Akmaljon Yuldashev","doi":"10.47134/jtp.v1i3.267","DOIUrl":"https://doi.org/10.47134/jtp.v1i3.267","url":null,"abstract":"In this article, the role of the music teacher in the development of music lessons in general secondary schools and the positive solution of the demands and obligations imposed on him are analyzed. This study aims to explore effective music teaching within music pedagogy, focusing on personalized approaches, the development of creative potential, and the role of parents in the educational process. The method used in this study involves a descriptive approach to outline various aspects of effective music teaching within music pedagogy. The results show insights into strategies for effective music teaching, emphasizing support, motivation, and collaboration with both students and parents.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"43 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384918","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 concepts about innovative technologies in education and the main basis of pedagogical technology - the importance and useful aspects of selected technologies for the teacher and student to achieve a guaranteed result from the set goal. This study delves into educational reforms in Uzbekistan, with a specific focus on higher education and the President's 2030 development vision. Employing qualitative analysis, the research evaluates the impact of pedagogical technology, educational tools, and innovative technologies, including digitization and the shift towards a "University 4.0" model. The results indicate that these reforms have granted academic and financial autonomy to universities, facilitating adaptation to contemporary demands, the training of highly qualified personnel, and achieving international competitiveness.
{"title":"The Positive Effect and Importance of Innovative Technologies on the Educational System","authors":"Jonikulova Durdona","doi":"10.47134/jtp.v1i4.269","DOIUrl":"https://doi.org/10.47134/jtp.v1i4.269","url":null,"abstract":"This article presents concepts about innovative technologies in education and the main basis of pedagogical technology - the importance and useful aspects of selected technologies for the teacher and student to achieve a guaranteed result from the set goal. This study delves into educational reforms in Uzbekistan, with a specific focus on higher education and the President's 2030 development vision. Employing qualitative analysis, the research evaluates the impact of pedagogical technology, educational tools, and innovative technologies, including digitization and the shift towards a \"University 4.0\" model. The results indicate that these reforms have granted academic and financial autonomy to universities, facilitating adaptation to contemporary demands, the training of highly qualified personnel, and achieving international competitiveness.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384375","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}
In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained. This comprehensive exploration emphasizes the significance of an individualized teaching approach in music pedagogy, focusing on tailoring education to each student's unique needs, interests, and abilities. The method involves conducting individual diagnoses, employing diverse teaching methods, incorporating musical preferences, adapting to learning paces, and providing additional resources. The main part delves into the importance of lesson planning, goal setting, assessing student progress, interactive teaching, and fostering support and motivation. It emphasizes diverse activities within lessons to stimulate interest and underscores the importance of an individualized approach.
{"title":"Methodology of Organizing Music Lessons in 5-7 Grades of General Secondary Schools Based on New Technologies","authors":"Ma’rufjon Ashurov Abdumutalibovich","doi":"10.47134/jtp.v1i3.257","DOIUrl":"https://doi.org/10.47134/jtp.v1i3.257","url":null,"abstract":"In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained. This comprehensive exploration emphasizes the significance of an individualized teaching approach in music pedagogy, focusing on tailoring education to each student's unique needs, interests, and abilities. The method involves conducting individual diagnoses, employing diverse teaching methods, incorporating musical preferences, adapting to learning paces, and providing additional resources. The main part delves into the importance of lesson planning, goal setting, assessing student progress, interactive teaching, and fostering support and motivation. It emphasizes diverse activities within lessons to stimulate interest and underscores the importance of an individualized approach.","PeriodicalId":502782,"journal":{"name":"Jurnal Teknologi Pendidikan","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389584","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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