High School Teachers Research Articles

Development of a Case Based Learning (CBL) Model Based on a Knowledge Management System to Improve Students' Critical Thinking Skills

The current era changes the educational situation. There is an urgent need to integrate advanced information technology with innovative teaching models to improve students' analytical thinking skills.It was employed to Vocational High School teachers and students as a learning innovation in the current era.The selection of Vocational High School teachers and students for research is because the researcher focuses on research in the field of vocational education and it is relevant with the researcher's field of knowledge. This study aims to develop and validate a Case Based Learning model integrated with a Knowledge Management System, designed to enhance critical thinking skills among vocational high school students. The paper applies Research and Development with theADDIE scheme. The latest concept of the model, namely the Case Based Learning Model, can be collaborated with the Knowledge Management System to improveCritical Thinking Skills student as a competency needed in the current era. It is expected to have a positive impact and change practices and learning outcomes in the context of the industrial revolution currently taking place.

Effect of Training, Teaching Experience, and Organizational Culture on the Professionalism of State Senior High School Teachers

Effect of Training, Teaching Experience, and Organizational Culture on the Professionalism of State Senior High School Teachers

Strategies for Enhancing the Leadership in Junior High School Teachers in Regional Schools of Chaozhou City, China

Strategies for Enhancing the Leadership in Junior High School Teachers in Regional Schools of Chaozhou City, China

Teacher’s perceptions of policy and implementation of inclusive education at state junior high school in east Belitung regency

This research aims to describe teachers' perceptions of the policy and implementation of inclusive education at Junior High Schools in East Belitung Regency. Teacher perceptions are divided into three aspects, namely cognitive, affective and conative. This research is a descriptive quantitative approach with a survey research type. The subjects in this research were Junior High School teachers in East Belitung Regency with a sample size of 190 people. Data collection techniques use questionnaires. The data analysis technique used is quantitative descriptive analysis. This research found that 27,9% of teachers at Junior High School in East Belitung Regency have a positive perception toward inclusive education policy and 27,73% of teachers at Junior High School in East Belitung Regency have a positive perception toward implementation of inclusive education. Keywords: inclusive education policy, implementation of inclusive education, perception

Rintisan laboratorium literasi sosial berbasis komunitas: Kampus, sekolah, masyarakat, industri

The initial idea of the need for campuses to collaborate with schools, communities, and industries was due to such rapid social changes, especially during and after the Covid-19 pandemic. The Social Literacy Laboratory is a form of collaboration between various communities that have responsibility, concern, and attention to the growth and development process of children and adolescents through literacy (social) activities, both through formal and/or non-formal education. The objectives of this activity are: exploring cooperation and collaboration between multi-parties to consistently and planned efforts to improve the quality of education and the development of reliable resources, carry out regular and scheduled workshop activities to create a Community-Based Social Literacy Laboratory pilot. The target audience in this activity is the teachers of De Britto High School (Yogyakarta), with the number of participants being 25 high school teachers. Some of the activities that have been carried out are: formulation of problems to be solved (stage 1), planning activities and selecting topics and materials (stage 2), and brainstorming the concept of the Social Literacy Laboratory, mapping/identifying the needs of the Social Literacy Laboratory, and follow-up plans.

Vocational High School Teachers’ Perception of Project-based Learning Method in English Language Teaching: A Case Study

Vocational High School Teachers’ Perception of Project-based Learning Method in English Language Teaching: A Case Study

Supervisi Klinis dalam Peningkatan Kompetensi Profesionalisme Guru

Enhancing teachers' professional competence is a key factor in improving the quality of education. One effort to achieve this goal is through clinical supervision. Clinical supervision is a systematic and collaborative approach that involves the observation, evaluation, and coaching of teachers' teaching practices. This method aims to help teachers identify their strengths and weaknesses and provide the necessary guidance for continuous improvement. This research employs a qualitative descriptive method with a case study approach. Data were collected through direct observations, in-depth interviews with teachers and supervisors, and the analysis of relevant documents. The research subjects consisted of junior high school teachers who had received clinical supervision for one semester. The data analysis was conducted using triangulation techniques to ensure the validity and reliability of the findings. The results of the study show that clinical supervision has a positive impact on enhancing teachers' professional competence. Teachers who received clinical supervision demonstrated improvements in lesson planning, the implementation of the teaching-learning process, and the evaluation and reflection of learning activities. Moreover, the collaborative relationship between teachers and supervisors also provides additional motivation for teachers to continuously develop their professional skills. These findings indicate that clinical supervision can be an effective strategy for improving the quality of education through the development of teachers' professionalism

RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON

Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

Gender roles attitude among high school teachers of Lahore, Pakistan: traditional vs. egalitarian

Gender roles attitude among high school teachers of Lahore, Pakistan: traditional vs. egalitarian

Development of Technopreneur Leadership to Improve High School Teachers' Teaching Performance: Innovative Approaches in Education

This study aims to describe technopreneur leadership development as an innovative approach to improving the teaching performance of high school teachers. The research method used is quantitative survey research with teachers as research respondents with a sample of 54 respondents based on non-probability sampling techniques with saturated sample types. The data collection technique was used through a closed Likert scale questionnaire and analyzed using simple correlation and regression tests. The results showed that technopreneur leadership development can positively impact the teaching performance of high school teachers. Technopreneur leadership development involves introducing and applying relevant technology in the learning process, the development of digital skills and information literacy for teachers, and establishing a culture of quality in schools. In this context, technopreneur leadership plays a role in facilitating teachers to adopt technology effectively, deal with change, motivate and empower education staff, and create a supportive environment for innovation. This research is an important contribution to understanding the importance of technopreneur leadership development as an innovative approach to improving the teaching performance of high school teachers.

Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus.

This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023-2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The "Artificial Intelligence Awareness Scale", developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

Evaluation of didactic units on historical thinking and active methods

The purpose of this study is to evaluate the effects of an implementation of eight didactic units on historical thinking and active methods as part of a teacher training programme. All this with four specific objectives that try to find out changes in the methodology, motivation, satisfaction and learning of the students. To this end, the research is carried out by means of a mixed method using quantitative data, obtained from a pretest/posttest, and qualitative data, obtained from a focus group and interviews. The target groups of the teaching units are secondary and high school students aged between 13 and 18 years. A total of 114 students of these students participated in the data collection with a pretest/posttest, six master students in the focus group, and three teachers and three secondary and high school students were interviewed. The results obtained indicated that significant differences of medium effect were found in the pre and post phase factor in learning and satisfaction, and of large effect in methodology and motivation. As for the gender factor, significant differences of small effect were found in motivation and satisfaction, with higher values for women. The positive statements of both master’s students and high school students and teachers were quite striking, although the limitations and difficulties must be highlighted. It is concluded that the design of this type of didactic units has meant a significant improvement, achieving that the students have developed a notorious improvement in their perception of the objectives studied.

Sosialisasi Proctor Ujian Kompetensi Bahasa Jepang Internasional di SMA Kesatrian 2 Semarang

As one of the requirements to work in Japan, mastery of the Japanese language is very important. The Japan government stipulates that foreign workers entering Japan must have Japan language skills. The JLPT (Noryokushiken) is a Japan Language Proficiency Test held in Japan and abroad to evaluate and certify the ability of non-native Japan speakers to speak Japan. In Indonesia, especially Semarang, the implementation of the JLPT Exam is coordinated by Dian Nuswantoro University and in collaboration with Kesatrian 2 High School as the location of the JLPT exam and involves Kesatrian High School teachers to be used as assistant exam supervisors. The requirement to become a proctor is to understand all the rules during the exam process. Because the teachers of Kesatrian 2 High School have never been assistant supervisors of the JLPT exam before, there is a need for socialization about the rules of the JLPT exam. With this socialization, the assistant supervisors can carry out their duties in accordance with the rules set by the Japan government.

Exploring critical health literacy in health education: A social justice approach

Objective: To explore the perspectives and practices of high school health education teachers implementing health literacy with a focus on the social determinants of health within the context of a concern for social justice. Design: Qualitative content analysis was used to assess high school teachers’ accounts of the practices used to teach health education in line with their professional preparation, the Texas Essential Knowledge and Skills (TEKS) standards, the textbook(s) used and the district’s health education curriculum. Setting: A large urban independent school district in southern Texas, USA. Method: Six high school health education teachers’ interviews were analysed using the social ecological framework and a social justice framework to identify themes that aligned with the teaching practices used to facilitate critical health literacy. Results: Although teachers were unfamiliar with the term Social Determinants of Health, they were able to speak to the challenges that their students faced in everyday life. The need for support and the remedying of knowledge deficits were two important themes. Conclusion: Health education teachers often lack the preparation to teach about the social determinants of health in a manner that resonates with students’ backgrounds. The current TEKS standards provide insufficient guidance, emphasising kinesiology, diet and movement over a focus on critical health literacy and the social determinants of health, resulting in a limited and inadequate curriculum for high school students.

Exploring high school teachers’ and students’ perceptions of teaching for creativity in EFL classes

ABSTRACT This study explored and compared the perceptions of high school English teachers and students regarding teaching for creativity (TfC) in EFL classes in Taiwan, with a focus on three dimensions: instructional objectives, instructional activities, and learning evaluation. It also investigated the effects of English teachers’ creative self-efficacy on their perceptions of TfC pedagogy. To these ends, 644 students completed a student perception survey, and 71 teachers filled out a teacher perception survey and a creative self-efficacy inventory. Results of the study present a comprehensive picture of both groups’ preferences regarding this pedagogy. In particular, the two groups held highly similar views regarding its design and implementation. In addition, the teachers with higher creative self-efficacy demonstrated stronger agreement with the survey items, suggesting that teachers’ creative self-efficacy influenced how they designed and conducted TfC pedagogy to some degree. Based on the results, pedagogical implications shed light on how to encourage TfC pedagogy in English classes.

Evaluation of Psychoeducation in Junior High School Students

Bullying prevention psychoeducation called AMBU (Aksi Mencegah Bullying) has been conducted in junior high schools in West Bandung Regency. This study aims to evaluate the program using cross-sectional study for the participants who attended it. This activity was attended by seven teachers and 94 students of grades 7, 8, and 9. The participants were enthusiastic about joining the program because their school’s bullying incidents were relatively high. After participating in the activity, an evaluation of the activity was conducted. The participants answered six things on a scale of 4 (strongly agree, agree, disagree, strongly disagree), namely the material presented was according to the needs of the participants. This activity increases knowledge about bullying, the comparison between material and discussion is as needed, the presentation method is as needed, the material presented is understandable and interesting, and the atmosphere during the activity was lively and interesting. Results showed that the mean score was 3.18 - 3.41. The evaluation results showed that AMBU was excellent. Thus, AMBU can be given to junior high school students and their teachers. The limitation of this study was that the program is provided to junior high school teachers and students. Thus, future studies can be given to elementary school teachers and students. It is also important to include their parents in the program. Keywords: AMBU, bullying, junior high school, psychoeducation, teacher.

Expanding Models for Physics Teaching: A Framework for the Integration of Computational Modeling

Teaching computation in science courses can enhance science education, but doing so requires that teachers expand the vision of their discipline beyond the traditional view of science presented in most curricula. This article describes a design-based research (DBR) program that included collaboration among high school teachers and professional development leaders in physics and computer science education. Through three years of professional development and teacher-led development, field testing, and refinement of integrated curricular resources, we have combined instructional modeling practices, physical lab materials, and computer programming activities. One of the outcomes is a co-created framework for the integration of computational modeling into physics that is sensitive to teachers’ interests and expressed needs in addition to learning goals. This framework merges two evidence-based approaches to teaching: Bootstrap:Algebra, a web-based computing curriculum that emphasizes using multiple representations of functions and scaffolds that make the programming process explicit, and Modeling Instruction in physics, an approach that emphasizes the use of conceptual models, modeling practices and representational tools. In doing so, we uncover the need to balance teachers’ visions for integration opportunities with practical instructional needs and emphasize that frameworks for integration need to reflect teachers’ values and goals.

Teacher’s Perceptions of the English Teacher Competences of Senior High School in Pangkep

The objective of this study is to find out teachers' perceptions of English teachers' competence in senior high schools in Pangkep. This study uses a qualitative method. The population of this study is teachers in senior high schools in Pangkep, with the sample consisting of English teachers in SMAN 2 Pangkep, SMAN 9 Pangkep, and SMAN 10 Pangkep. The research instrument used is interviews. The results show that English teachers' perceptions of competence include four aspects: professional competence, personality competence, pedagogical competence, and social competence, all of which are important and interrelated to carry out tasks effectively and professionally.

Evidence, Policy, Education, and Neuroscience—The State of Play in the UK

AbstractIn this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of translation, describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider the teacher perspective. What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the policy perspective and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early‐career teacher training.

Education for a Sustainable Future: The Impact of Environmental Education on Shaping Sustainable Values and Attitudes among Students

In the face of pressing global challenges, the role of education in shaping sustainable values and attitudes among students has become an urgent priority. This study delves into the immediate impact of education and awareness on students’ knowledge, values, and attitudes toward a sustainable future, with a specific focus on environmental education (EE). It examines various aspects of EE, including curriculum development, teacher training, environmental initiatives within educational institutions, and students’ comprehension of environmental issues. To understand the role of education in fostering a sustainable future, a 2-point Likert scale questionnaire was distributed to a randomly selected sample of 87 high school teachers. The results, analysed through multiple regression analysis, the chi-square test, the t-test, and Cronbach’s alpha value tests, underscore the urgent and significant role of EE in preparing children for a secure future. The study further highlights the increasing urgency and importance of EE in the face of climate change, positioning it as a crucial element for early childhood educational policies.