Elementary Teacher Education Program Research Articles

MOTIVASI BELAJAR MAHASISWA PADA PEMBELAJARAN DARING SELAMA PANDEMIK COVID-19

Motivation is an important factor in the success of learning, including online learning. This study aims to explain in detail how the objective motivational conditions experienced by students in online learning during the Covid-19 pandemic. This study uses a quantitative approach with a survey method. The study was conducted at Universitas Kuningan involving 80 sixth semester students in the Elementary School Teacher Education study program. Data collection techniques in this study using survey technique with a Likert scale. Survey is made in google form so that it is easily accessible by students. The data analysis is to use a percentage of data, then interpret the presentation score and analyze it in depth. The results of this study indicate that the learning motivation of sixth semester students of the elementary school teacher education program at Universitas Kuningan is very good, it was obtained from the percentage of motivation score of 80.27%. This study is expected to be an evaluation of various parties in organizing online learning in higher education, especially those involving motivation in it, this research is also expected to be a study material for other researchers in analyzing and developing student learning motivation in online learning during emergencies in higher education.

MOTIVASI BELAJAR MAHASISWA PADA PEMBELAJARAN DARING SELAMA PANDEMIK COVID-19

Motivation is an important factor in the success of learning, including online learning. This study aims to explain in detail how the objective motivational conditions experienced by students in online learning during the Covid-19 pandemic. This study uses a quantitative approach with a survey method. The study was conducted at Universitas Kuningan involving 80 sixth semester students in the Elementary School Teacher Education study program. Data collection techniques in this study using survey technique with a Likert scale. Survey is made in google form so that it is easily accessible by students. The data analysis is to use a percentage of data, then interpret the presentation score and analyze it in depth. The results of this study indicate that the learning motivation of sixth semester students of the elementary school teacher education program at Universitas Kuningan is very good, it was obtained from the percentage of motivation score of 80.27%. This study is expected to be an evaluation of various parties in organizing online learning in higher education, especially those involving motivation in it, this research is also expected to be a study material for other researchers in analyzing and developing student learning motivation in online learning during emergencies in higher education.

The Humanizing Potential of Risky Writing: Tracing Children’s and Teacher Candidates' Critical-Affective Literacy Practices

In this manuscript, we foreground the concept of critical affective theory drawing on scholarship from within and outside of literacy education and highlight testimony and critical witness as an example of affective practice to foster students’ literacy experiences. Situated within a study of a writing methods course in an elementary teacher education program, we explore testimony and critical witness for its potential as a critical-affective practice that may support relational and justice aims within teacher education courses and school-partnerships. Drawing on video, interviews, and writing artifacts, we focus on two child/adult pairs to illustrate how affective practices were embedded in the literacy routines of work with children and how the critical-affective framework, as well as particular pedagogies and structures of the course, seemed to support teacher candidates to attune to particular moments with children in impactful ways. We also show how children responded to the intentional use of critical-affective pedagogies designed to center adult educators’ vulnerability as invitation for children to serve as witnesses and, in the cases we discuss, how the novice teachers’ modeling of risky and vulnerable writing functioned as an important invitation for students to do the same. We found that both the teacher and students contextualize their work as steeped in the affective and highlight the value of their relationship and the practice of collective risk-taking as central to their learning together. We conclude with hopes for the field’s continued inquiries into the multiple ways we might envision the important intangibles of critical-affective literacies as tangible pedagogies in K-12 and teacher education classrooms.

Motivasi Belajar Mahasiswa Pada Pembelajaran Daring Selama Pandemik Covid-19

This study aims to explain in detail how the objective motivational conditions experienced by students in online learning during the Covid-19 pandemic. This study used a quantitative approach with a survey method. The study was conducted at Universitas Kuningan involving 80 sixth semester students in the Elementary School Teacher Education study program. Data collection techniques used in this study were survey technique with a Likert scale. Survey was made through google form so that it was easily accessible by students. The data analysis technique used in this study was calculating the percentage of data from each indicator, interpreting the data presentation score andthen analyzing each indicator in depth. The results of this study indicated that the learning motivation of sixth semester students of the elementary school teacher education program at Universitas Kuningan was very good, in which the percentage score of motivation reached 80.27%. This study is expected to be an evaluation of various parties in organizing online learning in higher education, especially those involving motivation in it. This research is also expected to be a study material for other researchers in analyzing and developing student learning motivation in online learning during emergencies in higher education.

Mathematical literacy ability of the elementary school teacher education program of the students’ of Universitas Negeri Semarang

Mathematical literacy ability is the ability to formulate, apply and interpret mathematics in various contexts. This ability can help someone in applying mathematics to solve problems in daily life. This paper aimed to understand the mathematical literacy ability of the students of The Elementary School Teacher Education Program of Universitas Negeri Semarang. The data analysis was done by referring to the qualitative data model by Miles and Huberman. There are data reduction, data display, and conclusion/verification. The results are 75,57% of the students can formulate daily life problems into mathematical problems, 54,96% of the students have used logical reasoning, 36,64% of the students can draw a conclusion, 29,01% of the students can give an evaluation of the conclusions made.

The Development of Science Learning Model for Higher Education of Bachelor Elementary School Teacher Education Program in Distance Learning

This research is the second year of a three-year research plan and the development of a new generation of Universitas Terbuka (UT) learning material models for natural science learning courses in elementary schools for higher education of bachelor elementary school teacher education program at the Faculty of Teacher Training and Education. The research design in this research is a combination of the major steps in the R&D cycle with the steps of the system approach to the model of educational R&D. In this research, a series of development and research activities were carried out and is the 8th step of the 15 planned series of activities. The steps in developing the initial format for the New Generation Learning Materials of UT include a series of workshops and independent work. The final product of this research is in the form of nine draft modules consisting of three components, namely: (1) fully printed; (2) blended; and (3) fully online.

Pengembangan Buku Ajar Matematika Dasar Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika

This research aims to determine the process and results of the development of material-based solutions to improve the mathematical problem-solving skills of elementary school teacher Education Program, Citra Bangsa University. This research is development research with the model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The subject in this study was 2 expert validators and a limited trial subject of second-semester students, elementary school teacher Education, Citra Bangsa University. The study was conducted in the odd semester of 2018/2019. The instrument used is a validity test questionnaire and practicality test. The data analysis techniques used are quantitative and quantifiable descriptive analyses. The results of the development of this resolution-based teaching book are the results of the percentage of basic mathematics teaching book 84% including valid categories, the results of the percentage of test book design validation of 92.5% including a very valid category. Practicality test results showed 88.56% inclusive of very practical category and reliability test result of 0.725 including reliability category.

Item Analysis of Critical Thinking Skills Instrument to Measure Effectiveness of Scientific Group Inquiry Learning (SGIL) Model

The purpose of this study is to analyze the problem set items to get information and feedback on critical thinking skills tests. This research develops a SGIL model that can improve students’ critical thinking learning. This study uses a research and development design to develop the SGIL model. The SGIL model is proven to be able to improve the critical understanding of PGSD students. The syntax of SGIL consists of 6 steps, namely: (1) discussion of problems and topic selection; (2) research planning; (3) implementation; (4) data integration; (5) analysis and synthesis; and (6) conclusions and communication. The participants were 114 Elementary Teacher Education Program (PGSD) students who were selected by using a random sampling technique. This research was conducted in 3 sample universities. The data of SGIL model effectiveness was measured by using instrument of critical thinking skills. This instrument has been analyzed for its validity, reliability, level of difficulty, and discrimination item. Tests to obtain data were carried out for 90 minutes. The instrument was calculated by using analysis of Quest and Lisrel.

Online Measurement to Assess A Problem Solving Skills Based on Multimedia Instrument

Problem solving ability is a goal that must be achieved in the learning process of all subjects at the elementary school level. Thus, there is a need for identification of problem solving abilities from prospective primary school teachers. The effort to identify this capability was carried out using Google Form as a test tool that facilitated researchers to carry out problem solving ability tests which is multimedia based. This research is a development research, which uses the development of the 4-D approach. The development is carried out on instruments for assessing mathematical problem solving abilities. The test participants consisted of 230 students from the elementary school teacher education program and the Madrasah Ibtida’iyah (Islamic elementary school) Teacher Education Study Program in the Special Region of Yogyakarta. The results indicate that the condition of students’ abilities that are quite diverse, with abilities below 0 are still quite high. This indicates that students’ problem solving abilities, prospective elementary school/Madrasah Ibtida’iyah teachers, still need to be improved.

Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) “What does ‘Technology Integration in Education’ mean to you?” and (2) “What might be the possible barriers to technology integration in education?”. A total of 76 preservice teachers, who took the course “Integrating Technology in Education” during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education.

The Effect of POGIL Learning Model on HOTS Students of Elementary School Teacher Education Program

This research aims at determining the effect of the process oriented guided inquiry learning (POGIL) model on odd semester higher order thinking skills (HOTS) students. The research applied quasi-experimental research with nonequivalent groups pretest-posttest design. The population is all the students of elementary teacher education program (PGSD) of STKIP Muhammadiyah Enrekang in academic year 2017/2018. The sample was chosen by using purposive sampling technique. The data was collected through the test technique in order to find out the score of the higher order thinking skills (HOTS) students. The data was analyzed through Independent T-Test with a significance level of 0.05. The results of this study significantly influence the increase in HOTS students (0.924) which shows > 0.05 α.

Improving the Song Notation Reading Comprehension and Skill of Prospective Elementary School Teachers: An Action Research Study in Indonesia

Students in Indonesian elementary school teacher education programs tend to have weaker song notation reading skill. To improve their skill in reading and understanding song notations, critical and reflective steps are necessary. Therefore, this research aims at improving the students' skills in reading and understanding song notations, which is necessary for their future teaching profession. This research was conducted using an action research design, manifested by planning and implementing seven critical-reflective action steps. The participants were 44 undergraduate students in an elementary school teacher education program in a university in West Java, Indonesia. The research found that the prospective elementary school teachers were not accustomed to reading the symbols in song notations. Therefore, their musical literacy was low. However, this research found that their song notation reading comprehension and skill could be improved by implementing several critical-reflective action steps. Additionally, the reports from this research illustrated the results of collaborative teamwork in developing and finding solutions in each of the learning steps.

Students’ critical thinking skills in making mathematical problems

Critical thinking is not only required in solving mathematical problems, but also in making problems. This qualitative descriptive study was aimed at tracing critical thinking skills of 25 students of elementary school teacher education program in the process of making mathematical problems. Students were given the task of making problems on the topic of the triangle. Furthermore, an interview was conducted to explore the process or reason for making the problems. The results of this study indicated that students had not been skilled at critical thinking in making problems. The activity of critical thinking in the process of making problems only included determining the focus of the problem and decision making. Nevertheless, the decision which was taken was not based on logical reasoning. The activity of examining the accuracy of supporting data and reflecting on problems had not been accomplished, so as to produce incorrect problems. Thus, critical thinking is of urgency to produce good and right problems. The findings of this study can be utilized to develop critical thinking skills in making problems and solving mathematical problems.

Development of Theater Education Textbook with Character Education and Local Wisdom Through Active Learning to Improve the Students’ Script Writing Ability

The purposes of this study are to describe: (1) the students’ and lecturers’ needs on the Theater Education Textbook, (2) the development of the textbook model, (3) the effectiveness testing on the designed textbook, and (4) the result of the textbook dissemination. This research was Research and Development using Borg and Gall’s framework that consisted of 4 stages: (1) exploration, (2) model development, (3) model testing, and (4) dissemination. The research approach used in the exploration stage was a qualitative descriptive approach. The data were collected through documentation study, observation, in-depth interview, and questionnaire. The data were then analyzed by using interactive analysis model. Model testing was done by experimental research. The results of this research were: (1) the exploration stage showed that the Theater Education Textbook used in Undergraduate Elementary Teacher Education (ETE) Program of Sebelas Maret University, Muhammadiyah University, and Slamet Riyadi University Surakarta did not meet the students’ and lecturers’ needs, (2) the theater education textbook was developed through preliminary field testing; and (3) testing phase of textbook effectiveness was done through main field testing. The value of t-obtained is 0.17 and t-table (0.05; 173) = 1.64. Thus, the critical area {t <-1.64 or t> 1.64}. Since t-obtained (0.17) < t-table (1.64) H0: μ1 ≠ μ2 was accepted. This means that the theater script writing textbook with character education and local wisdom was able to improve the students’ scriptwriting ability.

Hope in the Wobbles: Negotiations into, Out of, and between Critical Dispositions

ABSTRACTThere is an ever-present need for scholarship that addresses how to prepare preservice teachers to approach literacies as political, learn with children who have different cultural, linguistic, and racial identities than them, and navigate the continual becoming inherent in equity-oriented practice. This article explores the affordances of participating in a place-based practicum and connected university course, the EPIC program, to negotiate critical dispositions. University partners negotiated critical dispositions through engaging in the child-driven creation of fictive superhero worlds at an afterschool club and through mediation of those experiences in a connected university course. The afterschool club is grounded in sociocritical literacy practice and serves as a practicum site for a elementary teacher education program. I used a critical literacy framework to analyze negotiations of critical dispositions by university partners. Findings highlight how one university partner wobbled along a spectrum of equity-oriented practice. The study illuminates the value of an analytical framework in naming dispositions as people wobble in order to surface and mediate them. Wobbling is a conceptual tool that can support both teacher educators and preservice teachers in moving further toward equity across the many settings in which they will teach and learn.

Developing Appreciative Literature Textbook Based on ThematicIntegrative Through Active Learning

The objectives of this research were: (1) to describe students’ and lecturers’ needs on poetry and drama appreciative textbook, (2) to describe the development of textbook model (3) to find the effectiveness of textbook model 4) to describe textbook dissemination. The type of research used was research and development. Research was done through 4 stages: (1) exploration, (2) model development, (3) model testing, (4) dissemination. Exploration stage used qualitative descriptive approach. Data was collected through in-depth interviews, observation, documentation, and questionnaires. Data analysis technique was interactive analysis model. Model testing was done through experimental research. The results of this research were: (1) the exploration stage showed that the poetry and drama learning textbook used by Elementary Teacher Education Program (ETEP) students in Surakarta did not meet the students’ and lecturers’ need, (2) model development stage produced appreciative poetry and drama textbook through preliminary field testing; (3) model testing phase was to test effectiveness of the textbook used t-test non-independent technique. It was obtained tobtain of 23 and ttable(90; 0.05) of 1.67. Thus, tobtained (23) > ttable (1.67) which meant that the hypothesis was accepted (Ho was rejected). In conclusion, the Apprec iative Poetry and Drama textbook model was effectively improve students' poetry and drama appreciation skills. Dissemination was done through national seminars, article writing in international journals, as well as the publishing of an Integrative-thematic Textbook of Poetry and Drama Learning with ISBN.

Think-Pair-Share Model: Improving Activeness and Communication Skills of Prospective Elementary School Teachers

The study aimed to improve the activeness and communication skills of students through the think-pair-share model. The study was designed using a classroom action research conducted in two cycles consisting of three meetings in each cycle. The study subjects were 43 students of elementary teacher education (ETE) program at one university in Yogyakarta, Indonesia. The data were analyzed using the qualitative descriptive analysis. The instruments used were observation sheets and questionnaires. The results show that the implementation of the think-pair-share model significantly increased student activeness and communication skills.

Structuring Disruption within University-Based Teacher Education Programs1: Possibilities and Challenges of Race-Based Caucuses

BackgroundTeacher education candidates are in different places in terms of developing their identities and relationships to equity and social justice. Various approaches have been taken within university-based teacher education programs to engage with candidates, wherever they are in this development. One such approach has been engaging or drawing on teachers’ own lenses, especially through challenging and understanding their racialized selves.PurposeThis conceptual article examines how race-based caucuses (RBCs) in one teacher education program attempted to shift candidates’ understandings of their racialized selves as related to their teacher identities.ContextRBCs were instituted in one elementary teacher education program to help White teacher candidates and candidates of Color construct critical teacher identities. Candidates were asked to participate in caucuses according to the ways they had been racialized within schools. Facilitators who demonstrated a willingness to sit with the work of engaging race and racialization led the caucuses.ObservancesFor the candidates of Color, the “overwhelming presence of Whiteness” in the teacher education program and in the schools required the RBCs to focus on reframing deficit narratives of teachers of Color to an asset-based view of their value and contribution to the teaching profession. The RBC provided space for White teacher candidates to explore the consequences of Whiteness for their future identities as teachers and for the kinds of communities that they could and wanted to cultivate with students. Messiness and challenges abounded in both RBCs.Discussion and ReflectionsEmotions—and especially emotion labor—were central to RBCs. For teacher candidates of Color, facing one's own oppression was painful but also presented opportunities for them to articulate emotions and experiences in relatively safe spaces. In a different way, the RBCs resulted in significant emotional upheaval for White teacher candidates that shifted into deeper self-reflection and sense of awareness and allyship (for some)— although in a few cases, RBCs led to even deeper resistance.ConclusionsRace-based caucusing is a messy and challenging practice that can provide opportunities to reflect constructively on emotions and produce emotional upheaval for teacher candidates. Teacher educators and programs must approach RBCs with an orientation toward hyperreflexivity.

Description of Elementary Teacher Education Program’s Student: Mapping Indonesian Language Competence for Prospective Teacher

Description of Elementary Teacher Education Program’s Student: Mapping Indonesian Language Competence for Prospective Teacher

Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings

In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public ratings of teacher education programs. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and how they evolved from 2013–2016. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ’s rating effort. In fact, treated programs had lower ratings than the control group in 2016.