Abstract
Purpose – This research was aimed at showing the impact of a teaching strategy called the Quantum Teaching Strategy on students’ academic achievements in two school subjects, namely in Bahasa Indonesia and Science, in comparison to that experienced through classes using a conventional teaching strategy. This research also examined the role of self-esteem on the students’ academic achievements in both the subjects in inclusive schools in Indonesia. Methodology – This research was a quasi-experimental study on two intact groups of sixth graders of two different inclusive schools. The sample was assigned through multi-staged cluster sampling from 78 elementary schools in 15 sub-district areas. The data on student academic achievements was collected by means of tests, while the data on self-esteem were obtained through a questionnaire. T-test was used to analyze the different impacts of the Quantum Teaching Strategy and conventional teaching strategy on the academic achievements of students, while ANCOVA was applied to determine whether the students’ self-esteem infl uenced their academic achievements in Bahasa Indonesia and Science. Findings – The t-test showed that the Quantum Teaching Strategy had a better impact on both Bahasa Indonesia and Science achievements as compared to the conventional teaching strategy. Significance – Findings of this study can be used as a guide for planning and using Quantum Teaching Strategy in teaching and learning Bahasa Indonesia and Science in inclusive schools.
Highlights
The teacher is a key factor in education performance (Furqon, 2007)
To measure the different impacts of the Quantum Teaching Strategy and conventional teaching strategy on the students’ academic achievements, it was necessary to show the baseline of mean scores of the academic achievements in both the experimental and control groups
It can be concluded that there is no significant difference between the experimental and control groups in terms of the academic achievement of students in both Bahasa Indonesia and Science before the treatment of Quantum Teaching Strategy
Summary
The teacher is a key factor in education performance (Furqon, 2007). A good teacher has the following two attributes: a good personality and a qualification. Kyriacou (2001) found that the most important characteristics of a good teacher were his/her personality and will, intelligence, tact and sympathy, open mindedness, and sense of humor. Since the conventional model of teaching holds the belief that the teacher is more knowledgeable and should control the students, the resultant instruction does not naturally develop the students’ creativity. In this conventional standpoint, it is assumed that students learn when they are taught. It is assumed that students learn when they are taught For such teachers, learning is merely about gaining knowledge from the teacher. This model of instruction is regrettably, still dominant in classrooms across the world (Watkins, 2003)
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