Basic Teachers Research Articles

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

The purpose of this Systematic Literature Review (SLR) is to identify: (a) research topics, (b) research methods used, and (c) research results on inclusive education in Indonesia. This study was an SLR using the PRISMA model by identifying various appropriate and relevant literature. The PRISMA model adopted in this study contains four stages: identification, screening, eligibility, and inclusion. Data search was carried out using criteria determined by researchers from various search engines such as Google Scholar, ERIC, Scopus, Researchgate, and others, which resulted in 9 articles for further analysis. Furthermore, the data were analyzed using a qualitative approach in describing the research findings. The results showed that three main research themes have been found, namely the implementation of inclusive education, teaching & learning in inclusive classrooms, and the inclusive education curriculum. Outline, the analysis results of these articles stated that the implementation of inclusive education in Indonesia is still not as expected. These findings are expected to become the basis for teachers, education observers, and education policymakers, both local and central government or the Ministry of Education to implement education policies that support the progress of inclusive education in Indonesia.

INFLUENCE OF GENDER AND LOCATION OF SCHOOL ON CLASSROOM MANAGEMENT STRATEGIES JUNIOR HIGH SCHOOL TEACHERS ADOPT

The study examined the influence of gender and location (rural or urban) of school on classroom management strategies adopted by public Junior High School teachers in the Asante Akim North District, as not too many studies in this area have been considered. Those that ventured this area focused on other groups of teachers such as pre-service teachers. Specifically, descriptive survey design was used to provide a meaningful picture of events and explained teachers’ opinions and behaviours on the basis of the data gathered. The sample included 46 male and 50 female teachers teaching the core subjects who were purposively selected from public Junior High Schools. The Behavioural and Instructional Management Scale (BIMS) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential (Independent Samples t-test) statistics. Results indicated that generally male and female teachers in the Asante Akim North District adopted the same classroom management strategies to manage their classes. In the same vain teachers adopted the same classroom management strategies irrespective of their location (Rural or Urban) of school. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of classroom management strategies to the student teachers so as to sharpen their practice on the field. Again, the Asante Akim North District Directorate of education should organise workshops, in-service training and seminars on regular basis for teachers to upgrade their skills and knowledge in managing the classrooms. This will help them to continually show equal level of professionalism in managing their classrooms irrespective of their location and gender. Article visualizations:

Study Deskriptif Faktor-Faktor Penunjang Dan Penghambat Pengembangan Kecerdasan Moral Anak Usia Dini 5-6 Tahun

The purpose of this study is to find out the knowledge and understanding of kindergarten teachers about moral intelligence, especially the supporting and inhibiting factors for its development. Because the existing knowledge and understanding can be the basis for teachers in stimulating the development of children's moral intelligence. The design used a quantitative descriptive method, with test data collection techniques. This research was conducted from April to September 2018. Involving 22 teachers from 13 Kindergartens in Bandar Lampung. The results showed the teacher understood enough about the understanding of moral intelligence, what factors were supporting the development of children's moral intelligence, what factors were inhibiting the development of children's moral intelligence, the things teachers had done to develop children's moral intelligence at school and how parental involvement in developing children's moral intelligence at school. However, a sufficient understanding of the teacher cannot guarantee the development of children's moral intelligence properly. A good level of understanding is still needed so that the development of children's moral intelligence can develop more optimally.

English Proficiency Level of Secondary School Teachers: Basis for Teachers’ Training

Most of the world’s non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students’ performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students’ performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.

Implementation of Grade 8 Science Curriculum in Bangladesh: Teachers Class Performances

A mixed method research design was employed to assess the science teachers’ class performance in contrast to the requirements of Science Curriculum 2012 at Grade 8. The population of this study was the Grade 8 Science teachers. Survey questionnaire, semi-structure interview schedule and observation checklist were used. Descriptive statistics and inferential statistics were used. Thematic categories for commonalities were used and coding was used. Teachers have serious limitations in understanding Grade 8 Science curriculum and in applying its instructions in the learning process. Lecture being the principal method used in delivering lesson. Teaching practice indicated that teachers entered into the classrooms without adequate preparation. Most of teachers were readout the textbooks. Teachers’ readiness and school’s preparation should be made before the implementation of new education program. There should be policy guideline to develop professionalism among teachers. Training should be designed and conducted on the basis of teacher’s needs.

Pedagoģiskās kompetences refleksija profesionālajā izaugsmē

Formation of professional identity is an important point of reference for awareness of professional and personal experience. Moments of doubt and worry are both typical in the process of the acquisition of teacher’s profession, when going through these stages step by step, the belief in one’s own strength is achieved. The basis of teachers’ professional activity is their own self-development motivation and development together with their students, actualizing the didactic competence in the context of educational reforms. The self-educational competence can be characterised as an integrative quality of a personality and his/her professional activity, which is inseparable from the personality’s ability to engage in a systematic, independently organized cognitive activity directed towards the follow-up of education in general – cultural and professional aspects, and it is formed, organized and mentioned by the very subject of the cognitive activity. The data of the empirical research confirm that reflection on teachers’ involvement in the research and pedagogical work is a constant assessment process of their own activity and a requirement of modern education, as well as a deliberate professional necessity helping the practising teachers to develop their own theoretical and practical awareness of the issues of pedagogical competence enhancement.

Knowledge, Skills, and Attitudes as Predictors in Determining Teachers' Competency in Malaysian TVET Institutions

Teachers' competency has sparked much interest among educational stakeholders in Malaysia. The debates among how well Malaysian teachers educate students has produced concern and become interminably reported in research. Under the government civil servants' services, teachers have been called upon to gain and bringing back this noble and reputable profession at its standard and earn the trust of parents in ensuring the success of their children at school. As part of this matter, TVET stream in Malaysia becomes sensational and selected as one of the national agendas in producing the local manpower and human capital development, where the spirit is to grow the young generation to become a skilled-worker in industry. Indeed, encumbrance issues such as teacher competency, program accreditation, and unemployment among graduates are among those matters mostly brought into round-table discussions and conversations among stakeholders. Therefore, this article depicted one of the issues, which is on the basis of teachers' competency and analyzed the relationship between teacher's competency traits (knowledge, skills, attitude) and teaching practices in practical-based learning and also to discover the best predictor contributed to teacher's competency measurement. A survey was distributed to 150 TVET teachers at three selected vocational colleges in Selangor. The construct of the questionnaire was adapted from prior studies and undergone a pilot study to ensure the questionnaire fit with intended research objective. The results of the study revealed that knowledge, skills, and attributes have played a major role in ensuring the competency level of Teachers. Along with the findings, the knowledge of the teachers was found the most critical factor to describe TVET teacher's competency. The implication of the results suggested that holistic traits of teacher that in knowledge, skills, and attitudes inclusively empower, their competency level of becoming effective teachers. Notwithstanding the need for the development of skilled manpower must conclusively enlighten not only knowledge-based but also students' discovery of their skills and attitude potential especially when entering the job environment. Therefore, before proceeding with the teaching and learning environment, the teacher must first imply all these characteristics and exercise this application to students. Ultimately, the outcome from this environment will help students to venture the employment market and increase the likeliness of getting hired; locally and global job market.

Factors Affecting the Inclusive Education of Special Need Children on The Basis of Teacher's Attitude and Concerns

Background: Inclusive education is a global agenda, generally inclusion in education means full inclusion of children with various abilities in all aspects of schooling that other children have. Teachers have been seen as key persons to implement inclusive education and considered to play a substantial role in the implementation of such educational change. Objective: To see the factors that influence the attitude and concerns of teachers regarding the inclusive education of special needs children. Methodology: It was a cross sectional survey. Sample of 100 (50 mainstream school and 50 special education) teachers were taken by using a convenient sampling technique. The study was conducted from October 2017 to December 2017 in two special education center school of government and two private mainstream schools of Lahore, Pakistan. A questionnaire containing two sections was used to collect data. A sheet containing demographic details of study participants and associated factors and Sentiments, Attitude, and Concerns (SACIE-R), data was gathered and analyzed using SPSS-version 21. Results: 89% were females and 11% were males. The teacher type (mainstream and special) had a statically significant effect on attitude towards inclusive education by showing p value=0.02. Variables like gender, age, and contact with person having disability, experience, education, and confidence levels all had a significant impact on the teacher’s attitude. \ Conclusion: It was concluded that all children can learn when teaching is effective and meets individual strengths and needs. There must be an emphasis on changing schools' culture for providing resources and to build enough capacity in special as well as regular schools to offer new opportunities to pupils who experience difficulties in learning. Keywords: Child, Special, Education, Teachers, Concerns, Attitude, Inclusive

ОБУЧЕНИЕ СТУДЕНТОВ-ФИЛОЛОГОВ МЕТОДИКЕ ПОДГОТОВКИ УЧАЩИХСЯ К СОЗДАНИЮ УСТНОГО МОНОЛОГИЧЕСКОГО ВЫСКАЗЫВАНИЯ НА ЗАДАННУЮ ТЕМУ

The article describes an attempt of senior philological students’ methodological training conducted within an optional course and focused on developing 9th-grade pupils’ non-spontaneous monological speech skills (task № 3 of the final colloquium on the discipline “The Russian Language”). The author presents in detail three aspects of the methodological work. Analytical exercises developed by the researcher on the basis of teachers’ and philological students’ oral monological statements created during the educational process, samples of oral answers, check lists illustrate possible ways to train pedagogical students for a new type of assessment on the discipline “The Russian Language” in the 9th form.

APPLICATION OF COLLABORATIVE TEACHING METHOD IN GROUPS IN GEOGRAPHY SUBJECTS IN ETHNIC MINORITIES UNIVERSITY PREPARATORY SCHOOL

Using collaborative teaching method in groups in Geography subjects at Ethnic Minorities University Preparatory Schools not only promotes the positive, self-conscious, creative initiative of students, facilitates students’ participation, sharing experiences and learning ask each other to prepare employees for the assignment of cooperation in the community, through which, many social skills are formed and developed such as social communication skills, problem solving skills, reporting skills, collaborative skills...Applying collaborative teaching method in groups in teaching process, it is necessary to pay attention to a number of issues on the principles of application, organization and application procedures and measures to organize activities.This will be the basis for teachers to apply to practice teaching.

Teachers’ Perspective on Wise Education

Abstract The aim of the research was to probe into the teachers’ notion of wisdom and the teachers’ wisdom itself. The study used a phenomenological approach where the experience of teachers was studied by using semi-structured interviews. The interview data were analysed using the qualitative content analysis complemented by some elements of quantification for visualization of a more holistic picture. The phenomenon of wisdom is described on the basis of teachers’ values and experience. According to the teachers, wisdom comprises several aspects and is viewed as a dynamic process. The conclusions reflect the integrity of the phenomenon of wisdom, as well as the importance and prospects of further study of wisdom for its use in the work of teachers.

Inability of English Graduates in Speaking English Fluently: Causes and Effects

The article has attempted to investigate the causes of failure of English honors graduates in speaking English fluently in Bangladeshi context. Moreover, the study also tries to find out learners' psychological, personal, social and academic problems, teachers' restrictions in teaching and last but not the least, identifying the limitations of implementing the methods helping learners master speaking skills. An understanding of cognition, context and prevalent educational culture are also incorporated in this study. Then the study sheds light on the possible solutions on the basis of teachers', experts' or researcher's opinion and learners' needs. The article has firstly provided a discussion on the theoretical overview of speaking and later has presented the practical and effective tasks for students to practice in Bangladesh. As fluent speaking is a demandable skill, this study argues for the maximum use of English at the tertiary level to make learners proficient in academic English.

Teacher Rating Scales of Early Academic Competence (TRS-EAC): Adaptation to Turkish, Validity and Reliability

<p style="text-align:justify">This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.</p>

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ РЕАЛИЗАЦИИ МЕТОДА ПРОЕКТОВ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА

The objective of article is to determine pedagogical conditions of foreign language teaching to implement a project method at a tertiary level. Theoretical and practical methods, such as analysis, synthesis, generalization, observation and study of teaching experience were applied to design the pedagogical conditions and to implement a project method into an educational practice. The paper interprets the main terms, such as a method, project, project-based activity and pedagogical conditions, highlights the feasibility of project method in the process of foreign language teaching, as well as particularizes a project-based learning. As a result, a set of pedagogical conditions with the regard for peculiar features of projects has been designed to implement the project method. The paper tackles content authoring to implement the project method in curricular and extracurricular settings and guides how to teach foreign language following Federal State Education Standards of Higher Education 3+ in traditional Bachelor groups of Journalism to develop key general and professional competencies. The article for the first time substantiates a set of pedagogical conditions for the effective implementation of the project method in the educational process of a higher education institution on the example of teaching a foreign language with regard to the development of key competencies. The authors’experience can become the basis for teachers when they use the project method in foreign language teaching at a university, aimed to form key general and professional competencies.

Спеціалізована основа знань вчителя: концепція Лі Шульмана в контексті набуття студентами педагогічних знань

In the article there are characterized ways of development of personal professional experience of student – future teacher, in the context of organization of his educationally-professional training taking into account a new specificity of an informational space of contemporary education, that is events of personal educational space. I is generalized that personal educational space in a whole has few psychological and pedagogical effects: “actual experience”, “safe presence”, “competence”, “own space”, “freedom of choice – a free operating in the borders of own space”, “personal values”. According to priority of direction in the article it is defined types of activity and communication in the net, that is usual and popular for most modern students. First, directed on a communication, has biggest amount of signs for free search, usual life cognition. Second, with previous focusing on the search of persons with same opinions, on a building of useful connections. Third, with pure direction on a presentation of himself, his experience, creation of his social face, image, and in the same time it is a testing of his ideas. Fourth is directed on a complex realization already of structurized own objectives of individual professional development by means of the net. Fifth, is clearly directed on a full professionally-oriented activity in the net. A potenciality of a personal educational development creates a wide spectrum of possibilities for a formation of a new type of didactic knowledge. There is presented examples of pedagogic communication modelating, interaction in the net according to the content of professional training of the teacher and tasks, directed on formation in students a specialized basis of teacher’s knowledge – formation of competencies of student due to teaching content of an educational discipline by the means of the educational space.

LEARNING TRAJECTORY PEMBELAJARAN LUAS PERMUKAAN KUBUS DAN BALOK

Learning trajectory merupakan alur pemikiran siswa yang dihasilkan dari Hypothetical learning trajectory (HLT). Learning trajectory yang dihasilkan pada pembelajaran materi luas permukaan kubus dan balok dapat dijadikan dasar bagi guru dalam mengembangankan model, metode serta bahan ajar yang akan digunakan dalam pembelajaran. Metode penelitian yang digunakan adalah metode penelitian design research yang bertujuan mengembangkan local instruction theory melalui kerjasama antara peneliti dan guru dalam meningkatkan kualitas pembelajaran. Metode design research terdiri dari tiga tahapan yaitiu pre experimen, teaching experiment dan restropective analysis. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi, wawancara dan observasi, dan tes. Data yang diperoleh selanjutnya dianalisis secara deskriptif. Analisis data hasil dokumentasi, wawancara, observasi, dan tes dilakukan secara kualitatif.

"A Fresh Look” at Physical Education

Any rational, goal-oriented activity should be based on the thought what the simplest way to this goal is. A variety of guidelines, mostly from decision makers showing their expectations, are helpful in attaining these objectives. In school contexts, these guidelines are covered in a curriculum which defines the competencies which should be achieved at a specific stage of education. Nowadays, such a curriculum is a basis for teachers and students to create their own original programmes addressing specific requirements which can be accomplished under specific school conditions. It is important that this basis takes into account the expectations of the environment which creates and implements the process.

Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa

AbstractAttention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. The effectiveness of the IYTCM programme has been extensively examined for children with conduct disorder and/or behaviour and emotional issues, but not specifically with children with ADHD. In the present study, the effects of the IYTCM were examined on individual children with ADHD symptoms. Nine children identified with ADHD symptoms on the basis of teacher and parent reports of behaviour and nine normative comparison children were also selected from the same classrooms. Ten teachers received the tailored IYTCM-ADHD training for about 36 hours. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. In addition to visual analysis, a non-parametric test was used to examine the magnitude of effect in each child. The result of the study indicated that the on-task behaviour of participating children with ADHD increased by the conclusion of the study ranging from 46% to 100%. Visual analysis also indicated that the children's behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention on each child. In light of the findings, limitations and implications for future research are discussed.

Performance enhancement of magnetic levitation system using teaching learning based optimization

This paper demonstrates the potency of evolution based optimization techniques in the sense of enhancing the system’s performance. Teaching Learning Based Optimization (TLBO) is a well-known evolutionary algorithm used to optimize the parameters of the PID controller so as to improve the performance of the magnetic levitation system. The TLBO search algorithm is split into two phases, the teacher phase and the learner phase. The teacher phase is comprised of having minimum performance index as compared to learner phase. The learners improve their knowledge on the basis of teacher’s performance. The parameters are tuned while minimizing the performance index of the system. The performance index incorporated in this paper is the integral time weighted square error (ITSE). The corroboration of the above technique is ended by comparing it with the conventional control techniques.

Penelitian Kelas Oleh Guru: Konsekuensi Logis Terapan Kurikulum 1994

The 1994 Curriculum makes it posible for calssroom teachers to be curriculum developers. The question is whether every teacher can develop hypothesis into research project to solve classroom problems. Classroom research is an alternative that teachers may need to be able to make professional judgement in their own classrooms. Classroom research is an activity that teachers can carry out to improve their own teaching as well as their colleagues', and to verify educational theories and assumptions relevant to classroom practices. Classroom research can start with a hypothesis about teaching on the basis of teachers' own experience