FOR TEACHERS Research Articles

Training Materials for Elementary Schools Social Sciences Teacher Forum

Subject teacher forum activities, especially in social sciences subjects at the elementary school level, have not shown significant changes in improving teacher abilities. Based on this, this research aims to develop materials for elementary schools social sciences teacher forum. This type of research is development research (Research and Development or R&D) by adapting two research and development models, namely the Borg and Gall model and the Dick and Carey model. The research subjects involved 3 experts who assessed the training materials: material experts, design experts, and language experts. The research respondents were social sciences teacher forum administrators or managers, instructors or resource persons, and 20 teachers. The techniques used in collecting data were observation, questionnaires, interviews, and documentation. The instrument used to collect data was a questionnaire sheet. The techniques used for data analysis are qualitative and quantitative descriptive analysis. The research results, namely the results of validity tests by learning material experts, obtained an average value of 3.58 (valid). The assessment by the training materials design expert was 3.75 (valid). The assessment from language experts is 3.57 (valid). The effectiveness test results obtained an average value from the calculation results, namely 4.27 (very effective). It was concluded that the social sciences teacher forum training materials were declared suitable for use. It indicates that the training materials are very effective for use in the social sciences teacher forum. The implication of this research is that the MGMP IPS training materials developed can be used to improve teacher abilities.

Technology integration and teachers’ competency in the development of 21st-century learning in EFL classroom

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.

THE EFFECT OF MGMP TRAINING ON ENGLISH TEACHERS PERFORMANCES

Subject Teacher Conference (MGMP) is a program initiated by the government to develop the professional development of subject teachers. MGMP is a forum for teachers to improve their abilities, broaden their knowledge, accommodate ideas and can be a place to accommodate problems faced by teachers. The aim of this research is to find out how the MGMP training program influences the performance of English teachers. This research uses quantitative methods using a sample of 30 English teachers in Cirebon district. The data collection technique is using a Google Form questionnaire which is shared via a link. The results obtained with the formula (t test > t table) = (11.301 > 2.048) indicate that the t test results are greater than the t table, meaning that Ha is accepted and H0 is rejected. And the results of this research show that the MGMP program has an effect on the performance of English teachers with a percentage of 91.1%.

Peningkatan Kompetensi Profesional Guru Muhammadiyah melalui Pendampingan Lesson Study Berbasis Forum Guru Muhammadiyah di Kota Palembang

This community service aims to improve the professional competence of Muhammadiyah teachers through mentoring lesson study with the stages of plan, do, and see. This competency improvement is needed because the quality of teachers in Palembang, especially Muhammadiyah teachers, still needs to be considered higher due to the lack of training to improve teacher competence. The newly formed Muhammadiyah Teacher Forum can be a place to make this happen. This community service activity is carried out offline and online, namely offline during the debriefing of lesson study materials and online during monitoring and discussion of the implementation of activities. The results of community service activities based on monitoring results found problems at each stage of lesson study (plan, do, see) that have been given solutions. Based on the results of the evaluation, the problems experienced by teachers are becoming less and less and Muhammadiyah teachers in the city of Palembang routinely conduct lesson study discussions through the Muhammadiyah teacher forum.

Pelatihan Pembelajaran Berbasis Teks Secara Digital Dalam Kerangka Penerapan Kurikulum Merdeka

Text-based teaching (TBT) has characterized and been emphasized in our national curriculum at elementary and secondary levels. As a consequence, English teaching is based on the TBT principles. Along with the vast development of technology, the implementation of TBT is also integrated with the use of digital technology that is to increase the quality of teaching and learning and to increase students’ technology literacy. This paper reports a workshop on digital TBT in the implementation of “Kurikulum Merdeka.” The objective is to find out teachers’ implementation of digital TBT for teaching English using “Kurikulum Merdeka.” The participants were 26 English teachers under Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris (an English Teachers Forum), Salatiga, Central Java. The methods used in this program were reflective practice and Focus Group Discussion (FGD). The findings revealed that most teachers used all the steps of the TBT cycle. All teachers applied Modelling of Text (MOT), but only a few applied Joint Construction of Text (JCOT). The findings on the use of technology for the TBT cycle demonstrated that the teachers used digital technology more in Building Knowledge of the Fields (BKOF) and Independent Construction of Text (ICOT).

Increasing the Knowledge of High School Biology Teachers on the Preservation of Pediculus humanus capitis in Preparat Glass

Pediculus humanus capitis (head lice) is an obligate ectoparasite. Preparation of specimens is a procedure carried out to accurately preserve, identify, and analyze head lice. The Palangka Raya Biology Teachers Forum (MGMP) has collaborated with the Community Service Team of the Biology Study Program. This activity aims to improve high school Biology teachers' skills in preserving Pediculus humanus capitis (morphological observation and identification). This provides a solution to make school laboratory practicals more attractive, as preserved specimens can be stored and used long-term. The activity was offline at the PPIIG Building Laboratory, Palangka Raya University, in August 2023. The activity included lectures, discussions, training, and pre-test and post-test evaluation. The evaluation results show an increase in scores after the training, with an average pre-test score of 50.00 increasing to 80.33 in the post-test. It can be concluded that participants' knowledge increased after attending this training.

Subject and Classroom-based Teacher Forums in the Realm of Teacher Professionalism in Indonesia

The demands of education in today’s world undeniably requires the presence of professional teachers who are knowledgeable, skillful, independent, creative, innovative, visionary, and character. This premise accentuates that teachers at all level of education need to acquire at least four main competences: professional, pedagogic, social, and personal. These main competences would enable them to perform current expected teaching demands. The article employs theories of professional development and social constructivist learning in which social and practical aspects of learning and teaching are taken into account. It draws on personal observations, reflections on current events, and experience of the authors while taking into accounts some empirical findings of researchers in the field of education. Given the central role of professional teachers in the era of industrial revolution 4.0, the article discusses three main issues in regards to current teaching and learning realms: a) teacher professionalism; b) challenges to teaching profession in contemporary world and how teachers deal with them; and c) urgency for effective Subject-based Teacher Forum - STF and Classroom-based Teachers Work Group - CTWG that are expected to support teachers to achieve their professional goals. Hence, the article is expected to provide conceptual and practical information regarding teacher professionalism and its challenges and how STF and CTWG forums support teachers to perform their teaching tasks and responsibilities and overcome the ever-increasing challenges to teaching setting in contemporary educational settings. In particular, the article informs the urgent needs of teachers’ forums which are able to promote teacher professionalism and provide solutions for the improvement of learning and teaching practices in Indonesia.

Understanding Digital Natives Learning Experience through Japanese Language Exam at Nihongo Tesuto Bunkasai Competition by PGBJ Jabodetabek in 2023

Integrating technology into Japanese language education has revolutionized the methods of instruction and learning. Especially while instructing the present generation known as digital natives. Educational institutions need to incorporate technology as a tool for teaching and learning due to the close relationship between digital natives and technology. This research aims to assess the utilization of the web-based test (SHIGURU) during the 2023 Bunkasai events organized by PGBJ-SMK (Forum of Japanese Language Teachers for Vocational High Schools) within the area of Jabodetabek (Jakarta, Bogor, Depok, Tangerang, Bekasi). This study employs a descriptive research methodology that incorporates both quantitative and qualitative approaches. Data can be collected through direct observation, questionnaires, and interviews. The study utilized primary and secondary data sources, which were examined through triangulation procedures. This study examines the benefits and drawbacks of utilizing shiguru and delves into a comprehensive comprehension of how the digital generation acquires knowledge and how Japanese language education should incorporate pedagogical principles and practices to cater to the requirements of digital natives in contemporary Japanese language education.

“Covid made me think about…” What really matters in RE: a European research project

Living and working through the challenges of a pandemic offered a unique research opportunity to engage with some core questions about what really matters in Religious Education (RE) in countries across Europe. The What Covid Reveals to Religious Education Specialists research project sought to provide a reflective space for RE specialists, drawn from the board members of the European Forum for Teachers of Religious Education (EFTRE), to consider their experiences of RE during the Covid-19 pandemic and to begin to articulate what they might want in the future for RE in light of their experiences. Areas explored in the online qualitative survey included: challenging questions and issues, social unrest, student–teacher relationships, learning scenarios, valued dimensions in RE, opportunities for the future, and ‘ideal’ RE. Respondents were from sixteen of the twenty-two countries present on the EFTRE Board, offering their individual perspectives from Western, Northern, Central and Southern Europe. Using the tool ATLAS.ti, an inductive analytical approach was employed; a number of key group ‘themes’ emerged from the responses, which provided a basis for further analysis. This paper will present some of the main findings in dialogue with the focusing research stimulus question: What does Covid-19 reveal to RE specialists about their subject? The project is a European collaboration involving researchers from Austria, Germany, Hungary, Ireland and Wales.

Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.

Platform Pembelajaran Online Berbasis Media Sosial Menggunakan Laravel

According to the World Population Review, in 2021 Indonesia is ranked 54th out of 78 countries included in the ranking of world education levels. This is what makes the author want to create a learning system independently. Since Covid-19, internet usage has continued to increase. Based on the Badan Pusat Statistika (BPS) as much as 78.18% in Indonesia increased after the Covid-19 pandemic. In this research a website-based learning social media system will be designed. By using the concept of social media, it is expected to increase the attractiveness of students to study at home. Students can use the platform like using social media in general. There are several features such as likes, comments, discussion forums between students and teachers. This website also functions as a forum for teachers to interact with students online. The research method used is a qualitative research method with data collection techniques through literature study, observation and interviews. From these results it can be concluded that this social learning website can be used as an alternative learning at home and make a solution for website-based school learning platforms.

Junior Accounting Technician Training for the Business and Management Subject Teacher Forum, or MGMP, in Balikpapan City

The purpose of this community service project is to improve the business and management competencies of Balikpapan City vocational school instructors, with a focus on junior accounting technicians' (TA) abilities. The service team and partners have agreed upon priority concerns, which include aspects related to partner capabilities and information technology. Regarding partner capability, the challenges faced by partners are as follows: (1) there are very few teachers (one in every 50, or approximately 2% of teachers) who are certified in junior accounting technical competency; (2) teachers want to be able to graduate students from vocational schools who are capable of working as junior accounting technicians; and (3) there are no resources available to assist teachers in becoming certified in junior accounting technical competency. In order to address current issues, the following activity is provided as part of the community service: offline training to help prepare for the junior accounting technician competency exam. There are multiple steps involved in the implementation of this activity: (1) planning; (2) implementation; and (3) monitoring and assessment. Community service journals, mentorship materials, publishing in local mass media are the output targets to be met in this PKM.

Teachers’ Perspectives, Practices, and Challenges in English for Specific Purposes in Non-English Major Students

This study aims to obtain teachers’ perspectives, practices, and challenges in English for specific purposes in non-English major students. The researchers distributed some questionnaires as the instrument to the English Teacher Forum. There were seven respondents from some universities; University of Muhammadiyah Makassar, STIMIK Widya Pratama, University of Muhammadiyah Lamongan, University of Mataram, University of Muhammadiyah Magelang, University of Muhammadiyah Banjarmasin, Banyuwangi State Polytechnic, and Indonesian Aviation School (STTKD) Yogyakarta. The questions items focused on obtaining the respondents’ characteristics including the length of teaching ESP, the gender, their major in teaching ESP, etc. Also, it tried to explore the ESP teachers’ perspectives, practices, and the challenges during teaching ESP. The findings stated all respondents have been teaching in other major than English; Economics, Engineering, Health, and Tourism. All respondents agreed to that ESP is an essential part in their learners’ academic and/or professional life, taught by collaboration among English teachers, major teachers, and practitioners with the qualifications such as knowledge in a specific topic and certain sciences, qualify in English to teach the learners in their field of study, English teachers who have experience in the field related with the material taught, and the length of time to encounter the subject or competence certification on the related subject.

Study on the Application of Lesson Study in Increasing the Effectiveness of Learning Practices at SDN 15 Mataram

In essence, pupils have a right to education. However, a sizable portion of the class still doesn't study. The learning outcomes are not ideal since many pupils do not learn. It is stated that learning is ineffective since a large number of pupils' learning results are subpar. This is why lesson study, a teacher forum, is necessary to enhance learning and make it more efficient. In light of this backdrop, the research's goals are to: a) assess the degree of lesson study implementation at SDN 15 Mataram. b) to evaluate if lesson study has a positive impact on SDN 15 Mataram's instructional methods. There is descriptive qualitative research in this study. Using percentages and values, the information gathered through observation and interviews was examined. The use of lesson study at SDN 15 Mataram can improve learning practices, according to the findings and analysis of the research data, which show that: a) the implementation of lesson study there is adequate.

Monitoring and Evaluation of Teacher Performance Improvement at LC Laensasi (Mindanao-Philippines)

This research aims to describe monitoring and evaluation of improving teacher performance in LC Laesansi (Mindanao-Philippines). This research uses a qualitative approach with descriptive study methods. Based on the research results, it was found that: First, management planning to improve teacher performance, namely, program personnel discuss determining the program and steps that must be taken by involving teachers in various education and training, activating teacher forums in the field of study, providing the necessary facilities and carrying out supervision pushing / directing. The efforts made by the school principal turned out to be effective. Second, monitoring and evaluation of teacher performance improvement management has been carried out by the school principal and an appointed team with the aim of finding out any deficiencies in implementation so that improvements can be made to plans that will be prepared and implemented next. Third, the problems found in teacher performance improvement management include external problems

Empowering Accounting Educators: Innovative Development through Community Engagement


 
 
 
 
 
 
 
 
 
 This study underscores the imperative for continuous teacher development by elucidating an innovative community engagement endeavor aimed at augmenting the proficiency of accounting educators within the Sidoarjo Regency's Subject Teachers Forum (Musyawarah Guru Mata Pelajaran – MGMP). Employing a triad of methodologies encompassing awareness campaigns, training modules, and mentorship, the initiative proffers a curriculum centered on teaching factory concepts, financial technology integration, and millennial business trends. Evidenced by amplified pre- to post-test scores, the outcomes reveal a discernible upswing in pedagogical acumen following program participation. Qualitatively, heightened post-training dialogues showcase expanded knowledge domains concerning the aforementioned subjects, bolstering the claim of qualitative competence enhancement. This pioneering approach holds potential implications for fostering transformative teaching paradigms in the global pedagogical landscape.
 Highlights:
 
 Innovative Engagement: This study presents an inventive community engagement strategy that redefines teacher development through collaborative initiatives.
 Targeted Curriculum: The program introduces a curriculum emphasizing teaching factory concepts, financial technology integration, and millennial business trends, fostering contemporary pedagogical approaches.
 Measured Impact: Quantitative improvement observed in pre- and post-test scores is substantiated by qualitative enhancements, underscoring the efficacy of the engagement in elevating accounting educators' proficiency.
 
 Keywords: Accounting educators, Competence enhancement, Community engagement, Pedagogical innovation, Teacher development.
 
 
 
 
 
 
 
 
 

Empowering Accounting Educators: Innovative Development through Community Engagement


 
 
 
 
 
 
 
 
 
 This study underscores the imperative for continuous teacher development by elucidating an innovative community engagement endeavor aimed at augmenting the proficiency of accounting educators within the Sidoarjo Regency's Subject Teachers Forum (Musyawarah Guru Mata Pelajaran – MGMP). Employing a triad of methodologies encompassing awareness campaigns, training modules, and mentorship, the initiative proffers a curriculum centered on teaching factory concepts, financial technology integration, and millennial business trends. Evidenced by amplified pre- to post-test scores, the outcomes reveal a discernible upswing in pedagogical acumen following program participation. Qualitatively, heightened post-training dialogues showcase expanded knowledge domains concerning the aforementioned subjects, bolstering the claim of qualitative competence enhancement. This pioneering approach holds potential implications for fostering transformative teaching paradigms in the global pedagogical landscape.
 Highlights:
 
 Innovative Engagement: This study presents an inventive community engagement strategy that redefines teacher development through collaborative initiatives.
 Targeted Curriculum: The program introduces a curriculum emphasizing teaching factory concepts, financial technology integration, and millennial business trends, fostering contemporary pedagogical approaches.
 Measured Impact: Quantitative improvement observed in pre- and post-test scores is substantiated by qualitative enhancements, underscoring the efficacy of the engagement in elevating accounting educators' proficiency.
 
 Keywords: Accounting educators, Competence enhancement, Community engagement, Pedagogical innovation, Teacher development.
 
 
 
 
 
 
 
 
 

Networked Movements and Bureaucratic Unions: The Structure of the 2018 #RedForEd Teachers’ Strikes

How do digitally enabled movements of workers reshape, replace, or reinforce the role of unions? Based on a comparative case study of the 2018 #RedForEd teachers’ strikes in West Virginia, Oklahoma, and Arizona, this article argues that despite the hierarchical and bureaucratic character of statewide teachers’ unions, the infrastructure they provided to organize, connect, and legitimize teachers’ actions was critical for statewide strikes. Facebook provided a forum for teachers to express frustrations, scale participation, and in some cases, organize actions. However, the unions’ coordinating capacities were also central. These findings show how combining the mobilizing capacities of social media with existing movement infrastructure can facilitate collective action. In contrast to predictions of digitally enabled activism ushering in an era of “organizing without organizations,” these findings suggest that 21st-century labor movements must meld old and new organizational forms, and not discard the century-and-a-half accumulation of labor infrastructure won by previous generations.

O-037 Sex and reproductive health education in the UK: What are we teaching teenagers?

Abstract Study question Are we giving teenagers in the UK a comprehensive sex and reproductive health education? Summary answer Teenagers report learning about how not to get pregnant but have little education in other reproductive health topics. What is known already Both the World Health Organization (WHO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) agree that sex education is a necessary component of education. But globally most countries teach limited information on sex education, concentrating on how not to get pregnant. They may cover puberty, contraception and sexually transmitted infections (STIs) but rarely teach how to get pregnant, PCOS, endometriosis or menopause. We have analysed the UK curriculum at the two exam stages (age 16 and 18), which has shown that the majority of topics that come under reproductive health education are not covered. Study design, size, duration We conducted a mixed-methods study, distributing an anonymous, online survey using multiple choice and open-ended questions on Qualtrics software to schools for students aged 16-18 years. The schools distributed the survey either in the classroom or the link was given to the students. The survey was live for 62 weeks (10th May 2021 – 18th July 2022). The final sample size was n = 1224. Participants/materials, setting, methods The study had ethical approval from UCL research Ethics Committee ID no: 9831/006. A total of 1244 students completed or partially completed the survey: 754 girls, 344 boys, 38 others, 17 prefer not to say. The qualitative data was analysed thematically. Main results and the role of chance Over half of the teenagers’ rated the sex education they received in their schools’ to be adequate or below (55%, 708/1080). The top three most popular topics taught in schools was contraception (90%, 968/1080), STI’s (85%, 914/1080) and puberty (83%, 899/1080). Outside of schools the most popular topics learnt by teenagers were abortion (63%, 675/1080), puberty (60%, 648/1080) and the menstrual cycle (60%, 650/1080). The majority learnt about reproductive health topics through the internet (69%, 745/1080) and social media (60%, 646/1080) and over half (74%, 800/1076) of these teenagers do not or only sometimes, talk to their parents/guardian about reproductive health topics. Common reason for not talking to their parents/guardian was because it was uncomfortable or embarrassing (46%, 386/842). Half of the teenagers (49%, 502/1024) did not know when a woman is most fertility during their menstrual cycle. Teenagers estimated the oldest age women can naturally have children as: 40 years old (10%, 104/1024), 45 years old (23%, 263/1024), 50 years old (21%, 214/1024), and the oldest age a man can naturally have children: 60 years old (12%, 122/1024), 70 years old (12%, 122/1024), 80+ years old (36%, 366/1024). Teenagers showed better knowledge of female fertility than of male fertility. Limitations, reasons for caution Only 20 schools participated so the study results are not representative of all UK schools. Personal contacts and a teacher forum were used for survey promotion. Schools in more deprived areas, faith schools and teens without internet access and a digital device did not participate in the survey. Wider implications of the findings Schools should be teaching all aspects of reproductive health. The data from this study, and school talks given by the second author has helped the development of a free teachers’ reproductive health education PowerPoints and guide which is being promoted by the ESHRE International Fertility Education. Trial registration number Not applicable

Teachers’ Professional Competence in Integrating Technology: A Case Study at English Teacher Forum in Majalengka

This article presents a case study at the English Teacher Forum in Majalengka, focusing on improving teachers' professional competence in integrating technology into their teaching practices. The study addresses teachers’ challenges in effectively incorporating technology and explores strategies to enhance their skills and abilities. The qualitative research methodology uses a case study approach using structured interview techniques and document analysis. The findings reveal that many teachers in the forum lack the confidence and skills to integrate technology effectively, hindering digital tools' educational potential. However, significant improvements were seen in the professional competence of English teachers, such as mastering teaching materials, being able to manage classes, being able to use media and learning resources, mastering educational foundations, being able to manage learning interactions, and being able to assess learning achievement for the benefit of learning through development programs professionalism, peer coaching, access to resources, and ongoing support. Students also demonstrated increased motivation and improved learning outcomes. The study highlights the importance of ongoing support and training for teachers and the need for technological infrastructure investment. The research findings and recommendations aim to guide educators and policymakers in promoting technology-integrated learning environments in Majalengka and similar contexts, ultimately enhancing student learning experiences and outcomes.