House Training Research Articles

Implementation of Independent Curriculum for Elementary Schools in Indonesian Schools Abroad

The curriculum is an important guideline in the learning process, especially the Independent Curriculum is a curriculum designed to recover post-pandemic learning. This study aims to determine the implementation of the independent curriculum in elementary schools in Indonesia and Indonesian schools abroad which includes planning, implementation, and constraints and strategies. This study uses a descriptive qualitative method with a comparative approach. Data were collected using interviews, observations, document analysis, and literature studies. The data were analyzed using an interactive model of Miles & Huberman. The results of the study show that planning the implementation of the independent curriculum involves the preparation of learning tools such as learning outcomes (CP), learning objectives (TP), learning objectives (ATP), and teaching modules, as well as holding training, workshops, and In House Training (IHT) to improve teacher competence. The implementation of the curriculum in Indonesia has been running comprehensively since the 2023/2024 school year, while abroad it will start in 2022. The main obstacles include lack of teacher knowledge and training, teacher readiness, school support, and student diversity, as well as the lack of human resources and access to information abroad. To overcome these obstacles, ongoing training for teachers and adequate facilities and infrastructure are needed, along with innovative strategies such as the use of technology in learning.

IN HOUSE TRAINING UNTUK MENINGKATKAN KEMAMPUAN GURU DALAM MEMBUAT MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN MICROSOFT POWER POINT

Creating and utilizing interactive learning media in elementary schools is still rarely done and is considered difficult. Therefore, researchers are making efforts to improve teachers' abilities in creating interactive learning media using Microsoft Powerpoint. This effort involves holding an In House Training (IHT) program. IHT is carried out to guide and train teachers in schools to be able to create their own interactive learning media. This IHT is carried out by providing examples of techniques for creating interactive learning media as well as providing peer tutoring assistance on an ongoing basis until the teacher is truly successful in creating it. The results of implementing the IHT program show that the average teacher's ability to create interactive learning media increased from 27.50 to 78.84. The percentage of teachers who could create interactive media well increased from 0% to 77.78% (7 teachers out of a total of 9 teachers). Based on these data, it can be concluded that IHT can improve teachers' abilities in creating interactive learning media using Microsoft PowerPoint.

Innovative house structures for malaria vector control in Nampula district, Mozambique: assessing mosquito entry prevention, indoor comfort, and community acceptance.

Insecticide-treated mosquito bed nets and indoor residual spraying are widely used for malaria vector control. However, their effectiveness can be affected by household members' habits, requiring alternative approaches toward malaria vector control. To assess the effectiveness of modified houses in preventing mosquito entry; to assess the impact of house modifications on indoor air conditions and evaluate the acceptability of modified houses in the community where the study was conducted. Five traditional and five modified houses were constructed in Nampula district, Mozambique and underwent a 90-day overnight indoor mosquito collection using Centers for Disease Control and nitride ultraviolet light traps during the rainy season. Mosquitoes were identified morphologically. Indoor temperature, relative humidity, carbon dioxide levels and wind speed were also collected. The Student's t-test was used to compare the means of the number of mosquitos and environmental factors between both house types. A binomial form of the Generalized Linear Model identified the factors associated with the community volunteer's preference for house type. Modified houses reduced the number of Anopheles by an average of 14.97 mosquitos (95% CI, 11.38-18.56, p < 0.000) and non-Anopheles by 16.66 mosquitoes (95% CI, 8.23-25.09, p < 0.000). Although fewer mosquitoes were trapped in modified houses compared to traditional ones, the modifications were more effective against Anopheles (94% reduction) than for non-Anopheles (71% reduction). The average temperature increased at 0.25°C in modified houses but was not statistically significant (95% CI, -0.62 to 0.12, p = 0.181). Community volunteers preferred modified houses due to reduced mosquito buzzing. The efficacy of modified houses including its acceptability by community, highlight its potential to lower malaria risk. Effective integration of modified houses into the vector control strategy will require raising awareness among communities about malaria risks associated with house structure and training them to modify their houses.

EFFORTS TO IMPROVE TEACHER COMPETENCE IN UTILIZING CANVA DIGITAL MEDIA IN LEARNING THROUGH IHT AT SDN SYEKH TUBAGUS ABDULLAH, TASIKMALAYA CITY

Abstract: The problem in this research is the teacher's weakness in utilizing Canva-based learning media. Meanwhile, the aim of this research is to try to increase the teacher's competence in using Canva media for learning through In House Training (IHT). The research method used was a pre-experimental design with the type of one-group pre-test post-test design. It is said to be a pre-experimental design because this method is often referred to as "quasi-experimental". This design is not yet a real experiment. The results of the study show that based on the data obtained, it can be stated that in stage I the teacher at Syekh Tubagus Abdullah Elementary School can master the material for making Canva learning videos well. There is only one teacher whose score is below average. However, to further strengthen the teacher's skills in making animated learning videos, the author feels the need to re-do IHT phase II activities. Meanwhile in stage II the results of the IHT implementation were based on instruments filled in by 11 participants (teachers) and achieved an average score of 100, meaning that most of the indicators that had been set could be achieved very well. Based on the available data, it can be concluded that the In House Training (IHT) activity in the use of learning animation videos which was carried out for two days had a very extraordinary impact on the knowledge and skills of teachers as participants. During the In House Training (IHT) process, the participating teachers showed high enthusiasm and curiosity, so they were very motivated and enthusiastic to take part in the activity. In addition, new knowledge and skills needed to make animated videos for learning encourage participants to have a strong ability to be able to make their own animated videos.

ANALYSIS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM AT SMP NEGERI 2 SUMOBITO

This research aims to determine the preparation, implementation and obstacles in implementing the independent curriculum at SMP Negeri 2 Sumobito. The method used in this research is descriptive qualitative. The data collection techniques used were interviews, observation and documentation. The research results show that independent curriculum planning is carried out based on the independent teaching platform. The implementation of the independent curriculum at SMP Negeri 2 Sumobito, which is also a driving school, has been carried out well, this is proven by the ability to implement the independent curriculum for the 2nd level of the independent change category. Although in its implementation there are still many obstacles that need to be corrected, such as low levels of literacy and numeracy, there are still empty hours and less than optimal use of PMM. However, these obstacles can also be minimized by coaching school principals, school supervisor workshops, maximizing teacher picketing, carrying out FGDs, IHT (In House Training) by colleagues or school principals regarding the use of PMM. The key to successful implementation of the independent curriculum at SMP Negeri 2 Sumobito is the principal and educators who have the will to make changes. The school principal as the leader, apart from coordinating, also continues to optimize the human resources in the school so that they are willing to make more advanced mindset changes in order to achieve an increasingly optimal implementation of the independent curriculum.

School Principal Management In Improving Teacher Competency Vocational School In Jambi Province

This research aims to look at the phenomenon of school principal management in improving teachers' pedagogical and professional competence. Principal management includes planning, implementation, supporting and inhibiting factors and evaluation carried out by the principal. This research uses a qualitative phenomenology approach which was carried out at State Vocational High Schools in Jambi Province. Data collection techniques include interviews, observation and documentation. The research was carried out at SMK Negeri 4 Sarolangun, SMK Negeri 4 Jambi City and SMK Negeri 4 Tanjung Jabung Timur. Research subjects included school principals, deputy principals, heads of skills programs, teachers and school staff. Research results: (1) principal planning in the form of teacher needs analysis, in house training, teacher internship program, bringing in guest teachers, upskilling and reskilling programs, (2) implementation includes: learning planning, application of learning methods, classroom management, professional development , collaboration with colleagues, curriculum understanding, use of educational technology, teacher skills development, educational research and measurement and evaluation. (3) The supporting factors are: leadership commitment, teacher empowerment, providing space for teachers to develop initiatives. Meanwhile, the inhibiting factors are budget limitations, resistance to change, unavailability of human resources, teachers' insufficient ICT capabilities and lack of support from related parties. (4) Evaluations carried out by school principals include teacher performance assessments, evaluation discussions with teachers, training and professional development. Based on the research findings, it was concluded that management was carried out directly by the school principal in improving the competency of State Vocational School teachers in Jambi Province. Recommendations were submitted to the Indonesian Ministry of Education and Culture, the Jambi Provincial Education Office and the Industrial and Business World to develop teacher competencies in accordance with industry needs.

In House Training: Learning and Assessment for Elementary School Teachers

In House Training: Learning and Assessment for Elementary School Teachers

In House Training: Improvement to Teacher Skills in the Implementation of Problem Based Learning

The purpose of this research is to improve the ability of teachers to apply the Problem Based Learning Model through IHT at Vidya Qasana Public Elementary School. The method and design of this research is action research carried out with research procedures based on the Kemmis and Taggart principles which include the following activities: (1) planning, (2) implementation of action, 3) observation, (4) reflection or evaluation. Increasing the ability of teachers to apply the PBL Learning Model through the application of IHT has increased. The increase occurred due to time management activities in the form of synchronization of iHT implementation time and the mentoring process from classical to group. This has an impact on teacher participation in participating in IHT activities. In cycle 1, the number of teachers who obtained the very good category in the aspect of teacher participation in IHT activities was 62.5% and increased to 87.5% in cycle 2. In the aspect of school principals carrying out IHT activities, cycle 1 achievement of 25% then increased to 100% in the cycle The ability of teachers to apply the Problem Based Learning Model has increased. The increase was after there was an increase in teacher participation in following IHT, thus impacting teachers' understanding and ability to apply PBL in learning. This can be seen from the percentage of teachers who obtained the very good category. In cycle 1, the number of teachers who obtained the very good category in the aspect of lesson plan PBL development was 62.5% and increased to 87.5% in cycle 2. In the aspect of implementing PBL in learning, cycle 1 achievement of 25% then increased to 87.5% in cycle 2

In House Training (IHT) Increasing Teacher Competencies in Building Literacy and Numeration Learning Strategies

Literacy scores in the Curug District Public Elementary School Cluster are still relatively low. Therefore, the service team carried out service with the aim of increasing teacher competence in literacy and numeracy learning in the Curug District Public Elementary School Cluster environment. In House Training activity is a form of Community Service carried out by Esa Superior University PGSD Lecturers for Dirgantara Elementary School teachers in the Legok District Cluster area, Tangerang Regency. This activity was carried out as an effort to provide knowledge (insight) and increase teacher competence in developing literacy and numeracy-based learning strategies, so that they can be implemented in schools in the learning process. This activity will be held on September 25 and October 27 2023 in the Dirgantara Elementary School classroom, Legok District. The material presented is in the form of material exposure, simulations and practices carried out by IHT participants. This Community Service activity is a collaboration between lecturers and students of the Primary School Teacher Education Study Program (PGSD) at Esa Unggul University and the management of SDN Dirgantara. As a result of this activity, teachers have the ability to improve literacy and numeracy learning in schools. Therefore, it is concluded that the service activities carried out were successful in achieving the objectives.

Training of "Implementasi Kurikulum Merdeka (IKM)" Through in House Training (IHT) For 21st Century Prospective Teacher Student Communities

Abstract: Curriculum is the heart of education. In its implementation it underwent various changes. As aprospective teacher, every change in the curriculum is necessary, so it is very important to deepen yourknowledge regarding the preparation of curriculum components as a preparation before entering theelementary school environment. Wokrhsop Implementation of the Independent Curriculum (IKM) whichis carried out through In House Training (IHT) is a learning tool for prospective teachers to equipthemselves in understanding the components of the Independent Curriculum, namely LearningAchievements (LA), Learning Objectives (LO) and Learning Objective Flow (LOF) . The IKM Workshopwas carried out in several stages, namely (1) observing the condition of the participants; (2) making activity proposals, flyers and distribution; (3) inviting external sources; (4) pretest; (5) Implementation of IKM activities; (6) Completing the post-test. The results obtained after implementing the IKM workshop showed an increase of 91.1% of participants who were able to understand and develop the IndependentCurriculum components, namely Learning Achievements (CP), Learning Objectives (TP) and LearningObjective Flow (ATP).

Dissemination of Kaffah Model of Learning through In House Training (IHT)

This study describes the responses of prospective teacher students to learning the Bernoulli principle. The research design used descriptive research with a sample of 38 prospective teacher students from PGMI State Islamic University of Mataram. Data was obtained from response questionnaires with 3 indicators, namely happy, easy to understand and useful. As a result, the response of prospective teacher students to Kaffah learning is very good and has a positive impact on them. Kaffah learning integrates religion, science, application and meaningfulness from a single concept. This learning is expected to contribute to the development of the ability of prospective teacher students in planning, implementing and evaluating learning.

AN ANALYSIS OF ENGLISH TEACHER’S LESSON PLAN REFERRING TO MERDEKA BELAJAR PROGRAM AT SMK PGRI 2 OF PALEMBANG

The aims of this study was to know the ways or the stages use by the English teachers to design Merdeka Belajar lesson plan and to find out the difficulties face by the English teachers in designing the Merdeka Belajar lesson plan. The method of this study was qualitative descriptive method. The techniques of collecting data was using triangulation, which are observation, interview and also documentation. The interview conducted with three English teachers at SMK PGRI 2 of Palembang. After the data was obtained, the next step that the process of reducing the data occurring repeatedly. The results showed that for the first year, teachers were still confused about implementing Merdeka Belajar curriculum. So, teachers at SMK PGRI 2 Palembang have already join In House Training (IHT), in 2021 and 2022. Although the teacher faced some difficulties and obstacles such as lack of experience, inadequate infrastructure facilities from school, and there are some still confused about the learning system. To overcome that difficulties, teacher’s at SMK PGRI 2 of Palembang learn from the Merdeka Mengajar platfrom and collaborate with each teacher.

Strategi Penerapan Kurikulum Merdeka di SMAN 2 Ponorogo

Along with the times, especially in the education sector, innovation is needed according to relevant needs. In an effort to achieve this, the way that can be taken is by updating the relevant curriculum. With the curriculum transformation, it is hoped that it can improve the quality of education. One of the curricula recommended by the government is the Merdeka Curriculum. In achieving maximum results in its implementation, an effective strategy is needed. For this reason, this article aims to explore the strategy for implementing the Merdeka Curriculum carried out by SMAN 2 Ponorogo. In this study using descriptive qualitative methods with data collection techniques interviews and observations and data analysis using miles and Huberman and or other relevant methods. The results of this study in the implementation strategy of SMAN 2 Ponorogo carried out activities in the form of IHT (In House training) on the Independent Curriculum. In its implementation, there are still various obstacles ranging from the lack of teacher knowledge about the independent curriculum, lack of socialization and paradigm shifts. Based on the findings, it can be concluded that effective strategies have been implemented to overcome the challenges of implementing the independent curriculum at SMAN 2 Ponorogo. This article provides recommendations for other schools that will implement the independent curriculum to organize intensive training activities for teachers and the formation of a curriculum support team.

The Effects of Cognitive-Enhancing Activities in Senior Canine Patients

Aging process in dogs seem to be like aging in people. Human Alzheimer’s is a neurodegenerative condition very similar to the disorder in dogs, Canine Cognitive Dysfunction (CCD). CCD affects several areas of the brain, mainly ones responsible for regulating locomotion, problem-solving, navigation, and long-term memory. The onset of the disease occurs when neurotoxins are released into the brain. The presence of these toxins is manifested through symptoms including restlessness or lack of movement, disorientation, decreased ability to recognize family members, changes in patterns of interaction, sleep pattern alterations, and loss of house training. Treatment for this disorder is multimodal, including behavioral modification intended to stimulate the brain. In the present study, the canine cognition program, Dognition® was tested for its possibility to aid as a behavioral modification treatment plan to ameliorate symptoms of CCD assessed by a validated scale. We found that after the Dognition® activities, over half of the participants in the trial improved their scores for memory and communication. Additionally, before and after treatment, we found that that over half of the participants also improved their cognition scores. Implementation of diagnostic methods and behavioral modification programs is necessary to recognize and treat CCD in dogs.

تدابير الوقاية من الآثار النفسية والأخلاقية للتغير المناخي في ضوء سيرة الطيبة ﷺ في سياق المجتمع الباكستاني

Environmental and climate changes are one of the most important threats that threaten human survival at the local and regional levels. In the Islamic Republic of Pakistan, climate change is a disturbance in the natural climate system and the main reason for it is the distortion of human practices, routines, uses and desires, which include excessive and unnecessary use and waste of natural resources. Like water, food, wood and land. We must, individually and collectively, curb our excessive desires, appreciate the blessings of God, and use things according to our needs. And in the teachings of Islam al-Khalida al-Mishraqa and the deeds of the Prophet, may God bless him and grant him peace, the principles and laws were revealed in the transfer of conditions and events of each age. It is necessary to understand the causes of climate change and do everything possible to prevent it. Scientists and climate scientists provide information about climate change over the past decades through their research. So that the planet can be saved from extreme climatic conditions at the right time. And the damage caused by these changes has a negative effect on human behavior and intelligence, so psychological problems such as depression, depression, anxiety, fear, anger, and inferiority complex arise. These are all the topics of the thesis in the science of al-Nafs al-Bayi. Not only does it study psychology and human behavior, but it also studies the necessary and unnecessary designs in the construction of cities and buildings to determine how the construction decisions affect human personality and behavior. Apart from physical diseases and systemic disorders caused by climate disasters, psychological problems are among the most prominent problems. In the case of deterioration due to house breaking, severe psychological stress, mental stress, depression, anxiety, fear, grief and drowning trauma require many years to return to normal life. And we must ensure that all possible measures are taken in the light of good life ﷺ to protect people from many psychological disorders such as psychological conflict, uncertainty, fear, terror, stress, and depression due to these environmental changes.

Analysis of School Principals' Cohesion on the Sekolah Penggerak Program As a Catalyst to Realize the Vision of Indonesian Education in the City of Yogyakarta

The implementation of the Sekolah Penggerak Program since the 2021/2022 academic year has given rise to various adjustment dynamics, one of which is the competence of school principals. This research aims to examine: (1) the cohesion of school principals towards the implementation of the Sekolah Penggerak Program which relies on the school principal, and (2) the supporting and inhibiting factors for implementing the Sekolah Penggerak Program as a catalyst to realize the vision of Indonesian education. Developing the competency of school principals in Yogyakarta City. This research was conducted in schools that have implemented the Sekolah Penggerak Program in the city of Yogyakarta. Qualitative data collection was carried out by observation, documentation and interviews. The data analysis technique uses three activity flows, namely: 1) data reduction, 2) data presentation, and 3) conclusions. The research results show that: (1) Implementation refers to the guidelines of the minister of national education. (2) Organizing is carried out by registering the Principal as a participant in the school mobilization program (3) Implementation is carried out through workshops, internal training, In House Training (IHT), Collaborating in a Community of Practice with other Mobilizing School Principals, school principals receive management and leadership training Instructional (4) Control is carried out through supervision of activities by expert trainers and supervisors. (5) The supporting factors are: first, the school has a budget for program development. Second, the principal's high motivation in participating in the training program. Third, the school has quality leaders. The four principals have the right strategy in the school development process, especially learning management. The inhibiting factors are; First, school principals must adapt quickly so that program implementation is fast. Second, the school principal is bored studying a lot of material. Third, the age factor of the principal who has to learn from the start to adapt to the program. Fourth, the school principal is not ready to face program changes. Fifth, the school principal is not ready to implement the Sekolah Penggerak Program.

Employee Training and Development Strategies Using in House Training Method

Employees are an essential asset for a company. With employees, the company would operate at all. Therefore, sound resource management is needed, one of which is holding employee training. Bad management can have fatal consequences for a company if employees cannot do their work well. Then, many tasks will pile up and need to be completed quickly. Carrying out employee training will help employees to increase work productivity. This research was conducted to determine the employee training and Development form carried out at PT Panasonic Manufacturing Indonesia. Training and Development are critical in managing human resources in an institution, company, or organization. Human resources are an indicator of success for the survival of an organization or company. Hence, training and Development are essential for employees to increase their knowledge, skills, and abilities. Training provides specific knowledge and skills needed in the current job, while Development focuses on improving long-term knowledge, abilities, attitudes, and personality traits. Training is a process to improve employee abilities in specific jobs according to organizational needs and is carried out quickly. On the other hand, Development has a broader scope, aiming to prepare individuals to take on higher or different responsibilities in the organization. This second element is an investment in the organization, ensuring that employees have the skills necessary for effective and efficient performance. Analysis of employee training and Development (in-house training) for August – September 2023 at PT Panasonic Manufacturing Indonesia to provide an overview of employee performance at the company.

Improving Teacher Competence in Developing Science, Technology, Engineering, and Mathematics-Based Learning Tools Through in House Training Activities

Students are free to come up with a brilliant idea and make it a reality. This study aims to improve the competence of SMKN 4 Palu teachers in developing STEM-based learning tools. Therefore, this research method is school action research. This research was carried out at SMK Negeri 4 Palu. The object ofthis research is to improve teacher competence. in developing STEM-based learning tools through in House Training (iHT) activities. The procedure of this research is action planning, action execution, observation, and reflection. Data validity using data triangulation. While the data analysis techniques used in this study are qualitative and quantitative data analysis. Qualitative data analysis uses data reduction, data presentation, and conclusions, while quantitative data analysis is carried out by calculating the average performance increase based on scores obtained from observation sheets that have been compiled. The results showed that the implementation of House Training activities has been proven to be able to improve teacher competence at SMK Negeri 4 Palu in developing STEM-based learning tools.

Overview of Teachers' Knowledge About Canva's Innovative Learning Media

Background: As we know, Indonesia has problems with education. These problems include facilities, books and the quality of teachers, one of which is creating learning media. Method: This research method uses a descriptive quantitative approach. Researchers created a questionnaire with 5 questions then distributed the questionnaire using Google Form via WhatsApp Group. Results and Dıscussion: The research results showed that there are still teachers who do not know the Canva application and do not know that the learning media produced with Canva is interesting and effective. The lack of maximum development of learning media carried out by teachers is due to one of the reasons for the teacher's lack of ability to utilize media. Conclusion: The results of the research can be concluded that there are still teachers who have not been able to utilize technology in making learning media properly. This can be a reference in developing interesting learning media by creating an In House Training (IHT) for creating learning media for teachers.

PORTRAYING HOW GENRE-BASED APPROACH WAS EMPLOYED BY EFL TEACHER UNDER KURIKULUM MERDEKA

Merdeka Curriculum is a newly implemented curriculum in Indonesia, making it an important topic for discussion, particularly regarding the teaching approaches. However, there is limited research related to this matter. Therefore, this study aims to investigate the teaching approaches employed under Merdeka Curriculum. This qualitative research adopts a study design and involves observation. The data are gathered from an English teacher in one of the junior high schools that has implemented Merdeka Curriculum. The findings indicate that the teacher implemented the Genre-based Approach in the EFL classroom, which is recognized by Merdeka Curriculum. However, it was found that one crucial stage known as the Joint Construction of the Text (JCoT) was missing in the implementation, and the teacher did not provide feedback to students. Therefore, it is important for teachers to incorporate various pedagogical strategies. These include visualization techniques, instructional house training, collaborative lesson study, and evidence-based professional development approaches like attending genre-based teaching workshops or seminars. By integrating these measures into their teaching repertoire, teachers can optimize their instructional practices and create a more motivating learning environment for students.