Improve Teaching Skills Research Articles

Analisis Kesulitan Siswa dalam Mempelajari Bahasa Arab di Kelas VII-6 MTs Budi Agung

MTs Budi Agung students find it difficult to learn Arabic, even though learning Arabic is very important. This study aims to identify the difficulties of grade VII students of MTs Budi Agung in learning Arabic and the factors that influence it. This study uses a descriptive qualitative method with observation and interview data collection techniques. This study involved around 30 grade VII-6 students and Arabic teachers as subjects. Data collection techniques were carried out through participant and non-participant observation and structured and unstructured interviews. Data were analyzed using a descriptive qualitative analysis method with theme analysis techniques. The results showed that students had difficulty in understanding sentence structure, vocabulary, and pronunciation due to lack of learning motivation, parental support, and teacher ability and development of Arabic learning strategies. These factors have an impact on low academic achievement and student learning motivation, so that students have difficulty learning. The results of the study suggest that it is necessary to improve teacher skills, develop interactive learning strategies, improve communication between teachers-students-parents, and provide varied learning resources. This study contributes to the development of Arabic language education in Indonesia and can be used as a reference for teachers and schools to improve the quality of Arabic language learning.

Pendampingan Uji Kandungan Karbohidrat Pada Makanan Bagi Calon Guru Sekolah Dasar

The implementation of the mentoring activity of carbohydrate content testing in food for prospective elementary school teachers as a learning innovation aims to improve teacher skills in learning and can improve the learning outcomes of students in science learning in grade IV of Elementary School 060893 Medan in the 2023/2024 academic year. This activity aims for prospective teachers to be able to integrate learning innovations through carbohydrate testing in food, so that the learning process activities become effective and efficient in accordance with the characteristics of elementary school science learning. The activity method is carried out through several stages of activities including: preparation activities, implementation, and evaluation. The results of the community service program show that science learning outcomes have increased in grade IV at Elementary School 060893 Medan.

The Impact of Training Program Based on Kagan Structures in Improving the Instructional Competencies Among Non-Native Arabic Language Teachers in Jordan

Objective: This study aimed to reveal the effectiveness of the training program based on Kagan's structures in improving the teaching competencies of Arabic language teachers for non-native speakers. Theoretical Framework: Through the work of researchers in the field of teaching Arabic for other speakers, they have noted the weakness of Arabic language teachers for other speakers in teaching skills. This requires the design of a training programme to improve teaching skills among teachers and the inclusion of teachers in the atmosphere of successful teaching. Kagan structures are of great importance. They give teachers confidence in language education and communication with others, including learners, and increase their motivation towards the teaching profession. Method: The study sample consisted of (30) male and female teachers from the eTurn Institute and the Qased Center for Teaching Arabic to Non-Native Speakers in Amman. The two centers were chosen intentionally and the sample was distributed into two groups: an experimental group consisting of (15) male and female teachers who received training based on Kagan's structures, and a control group consisting of (15) male and female teachers who did not receive training based on Kagan's structures. To achieve the study objectives, the researchers prepared the training program based on Kagan's structures, a trainee's guide, and a list of teaching competencies and indicators indicating them. The scale was applied to the two groups before and after training. The researchers used the quasi-experimental approach to achieve the study objectives. Results and Discussion: The results of the statistical analysis showed that there were statistically significant differences at the significance level (α=0.05) between the experimental and control groups in the scale of teaching competencies, except for planning competencies, which are attributed to the training program based on Kagan's structures. Research Implications: The researchers recommended paying attention to improving the competencies of Arabic language teachers for non-native speakers in the field of planning for Arabic language teachers for non-native speakers, and improving the competencies of formative evaluation for Arabic language teachers for non-native speakers Originality/Value: Arabic has a high place among languages. It is a long-standing language with deep roots, rooted in history. Its sons strive to spread Arabic throughout the world in terms of language learning and teaching. The Arabic language attracts non-speaking learners from all over the world for public or private purposes. Some of them study Arabic for communication, military, or political purposes. Some of them study Arabic for informational and economic purposes. This has raised the importance of teaching Arabic among the world's languages.

Evaluating the impact of faculty development programs at the workplace by using reflective critique writing technique

BackgroundThe professional development of faculty members is essential for improving the quality of education. Faculty development programs play a very vital role in continued professional development of faculty. Reflective Critique writing is an important tool for evaluation of faculty development programs, as it provides opportunities for self-reflection, self-critique and self-awareness. The experience of Reflective Critique writing, needs to be explored in order to encourage the faculty to engage in this practice and pursue their personal & professional growth. Aim of study is to determine the effectiveness of Reflective Critique writing in improving the teaching skills of faculty members after a formal faculty development program & to explore their experience using reflective critique technique to improve their professional & personal life.MethodIt was a mixed method study and design used was Explanatory Sequential Design. Quantitative part is Quasi experimental studies and Qualitative part is Exploratory. Purposive sampling technique was used for Quantitative part (27 faculty members) & Convenience sampling technique (10 faculty members) for Qualitative part of the studies. Case based learning facilitation skills workshop was conducted as a part of faculty development program in which participants were also trained on writing Reflective Critique texts on the “what, so what & now what” model. Participants also went through pre & posttest of the workshop & wrote their first Reflective Critique text. First evaluation for seeing improvement in teaching skills, learning transfer & behavior changes with Reflective Critique writing was carried out after 3 months at workplace (round 1) & second evaluation on the same pattern was carried out after 6 months of workshop at workplace (round 2). Participants wrote 3 Reflective Critique texts in total. At the end of the study, participants experience of Reflective Critique writing was explored in depth by semi-structured interviews of 10 faculty members.ResultsResults included the grading of reflective capacity of participants on REFLECT rubric & comparison of pre & posttest results. REFLECT rubric grading showed that in 3rd Reflective Critique writing almost 80% of the participants became critical reflectors, improving from an initial 60% progress in first writing, showing the effectiveness of the training program & increased effectiveness of teaching skills, learning transfer & behavior change at workplace. Evaluation was taken up to level 3 of the Kirkpatrick model. Results of pre & posttest showed marked improvement in results with a significant p-value indicating the success of intervention. Hence the data analysis showed the improved teaching skills, enhanced learning transfer at workplace with a positive behavior change which clearly indicated the effectiveness of Reflective Critique in improving the teaching skills of the participants & behavior change at workplace as well as their personal & professional development. Participants experience of Reflective Critique writing was explored further in the qualitative part of the studies and results showed multiple themes including ongoing teaching skills, increased higher order thinking and making sense of experience. Participants labelled Reflective Critique as: The Game Changer.ConclusionReflective Critique writing enabled the participants to get a deeper critical evaluation of the faculty development program, which in return enhanced their overall performance at workplace.

Darurat Kualitas Pendidikan: Peran Krusial Kepala Sekolah Dalam Mencari Solusi Melalui Manajemen Mutu

The purpose of this study is to analyze the strategic role of school principals in implementing quality management to overcome the emergency challenges of education quality in the modern era. This research departs from the argument that school principals are key actors who have direct authority and responsibility in ensuring the quality of education services in schools. In the context of an education quality emergency, where challenges such as low learning outcomes, limited resources and rapid technological developments affect the education ecosystem, school principals are expected to develop a comprehensive and sustainable quality management strategy. This research method uses a qualitative approach with a case study design to understand the role of school principals in implementing quality management strategies amid the education quality crisis. The research involves in-depth interviews, direct observation and documentation to collect data from principals, teachers and administrative staff. Thematic analysis will be used to identify key themes related to quality management implementation. The results of this study show that principals play a crucial role in improving education quality through transformational leadership, implementing a data-based supervision system and strengthening teachers' competencies. Inspirational and collaborative leadership creates a sustainable culture of quality while data-based supervision enables more informed and measurable decisions. Teacher professional development through regular training is also important to improve teaching skills and create more meaningful learning experiences for students.

Enhancing Middle School Teachers' Competence through Training and Mentoring in Artificial Intelligent Technology

SMP Negeri 3 Selat is located in Duda Utara, Selat District, Karangasem Regency, Bali Province, Indonesia. Situational analysis shows that most teachers have not utilized artificial intelligence (AI) technology optimally in education. In fact, artificial intelligence technology has the potential to help teachers' work in improving the quality of learning. The purpose of this study was to see the effectiveness of training and mentoring activities in improving teacher knowledge about AI technology and its utilization, as well as improving teacher skills in utilizing AI technology for compiling learning administration; designing learning processes and compiling teaching materials. The data used were primary data from training and mentoring participants consisting of 20 teachers of SMP Negeri 3 Selat. The data were in the form of quantitative data, namely pretest and posttest scores. The data analysis stage began with a plot of pretest and posttest scores and a bar chart plot of grouped data, both of which showed a significant increase in scores after being given intervention in the form of training and mentoring. Paired t-test. To see how big the effect of the training and mentoring intervention was, Cohen's effect size was calculated, the percentage change in pretest and posttest scores. The paired t-test results show that there is a significant difference between the pretest and posttest scores. Based on Cohen's size, it was found that the training and mentoring intervention had a very strong effect on changes in pretest and posttest scores. In addition, it was also found that the percentage of changes in pretest and posttest was 106.85% and it can be 95% certain that the average posttest score in the population is estimated to be 32.76 to 45.24 points higher than the average pretest score, due to the intervention in the form of training and mentoring. This is reinforced by the pretest and posttest difference plot showing that there was a significant increase in scores after the intervention.

REFLEXÃO CORPORAL: PRÁTICAS INOVADORAS NA FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA

The present work entitled "Bodily Reflection: Innovative Practices in the Training of Physical Education Teachers" addresses the importance of articulating bodily practice with critical reflection in the teacher training process in physical education. The central proposal is to discuss how new pedagogical approaches can contribute to the development of innovative practices in teaching this subject, considering the challenges faced by teachers in training. Bodily reflection, understood as a process that unites theory and practice, emerges as an essential tool for improving teaching skills, especially regarding the ability to adapt content and methodologies to the school context. The study also explores how these practices can positively influence the interaction between the teacher and their students, promoting more meaningful learning that is connected to current needs. Thus, the research highlights the need for training that goes beyond technical knowledge, also incorporating a critical and reflective understanding of corporeality and its pedagogical application.

Artificial Intelligence (AI) In Education: Pros and Cons Among Secondary School Teachers in Malang, Indonesia

Artificial Intelligence (AI) became a concern of many scholars including Educators. Some educators believed that AI can be a very sophisticated tool to support teaching and learning processes, but others believed otherwise. Discussion on Implementation of AI in the field of education always stimulates the appearance of pros and cons. This study tries to explore secondary school teacher perspectives on the use of Artificial Intelligence in the field of education. This study explores 15 teachers of secondary school in Malang. In-depth interview was taken to get comprehensive data. The result of this study showed that there are 5 AI tools which became frequently used by teachers, those are: ChatGPT, Grammarly, Canva, Gamma, and Class point. Interestingly, 42% of the informants are using AI for professional purposes like supporting their teaching and learning process. Besides, 33% of the informants are using it for academic purposes like writing the article, news, or other tasks which are able to improve their academic competences. There were also 25% of the informants were used AI for personal purposes which is not correlated to their profession as teachers, like for having fun, trial and error, or out of curiosity. Moreover, the use of Artificial Intelligence in the field of education created two-side of perspectives: pro and con. The pro argued that AI can be fully adapted in secondary school for its numerous benefits for both teacher and student, while the con argued that AI would have many problems if it was implemented. There are four arguments behind the pros: the use of AI in education proved that teachers are adaptive towards newest technology, it is also able to improve teacher skills and competencies, it also can support teacher’s administrative tasks, and students need to be introduced to the latest technology for their future. On the other side, there are three arguments behind the cons: ethical issues, lack of learning process, and technology dependencies and loss of human interaction.

The Correlation between Self-Efficacy Levels and Pedagogical Content Knowledge among Madrasah Ibtidaiyah Teachers

This study examines the relationship between self-efficacy in geometry and Pedagogical Content Knowledge (PCK) among Madrasah Ibtidaiyah teachers in Banyumas Regency. Self-efficacy was assessed in 79 sampled teachers using a multidimensional teaching self-efficacy scale focused on effectiveness and classroom management, while PCK was evaluated through tasks involving the perimeter and area of two-dimensional shapes. The findings reveal a weak correlation between self-efficacy and PCK, indicating limited interdependence. This highlights the need to address gaps in both areas. Within an Islamic context, the study emphasizes the relevance of tazkiyah (self-purification) and ilm (knowledge acquisition) as principles of teacher development. It recommends targeted training aligned with Islamic values to simultaneously enhance self-efficacy and PCK. Such an integrated approach aims to improve teaching skills, foster holistic growth, and create a nurturing learning environment that benefits both teachers and students.

Navigating the complex terrain of online professional learning

Professional learning plays an important role in improving teaching skills of university academics. Scholarship of Teaching and Learning (SoTL) is a central framework as well as methodology for designing and delivering professional learning. As of 2022, 39% of Australian universities offer a graduate certificate in learning and teaching (GCLT) or similar to upskill academics. These courses are either fully or partially online; and nearly all include a dedicated SoTL unit or draw on SoTL generally across its content. Little is known about how GCLTs and similar courses affect teaching practice and long-term professional growth of academic staff, calling for a deeper exploration of SoTL-informed professional learning on academics’ skills and careers. This study offers an evidence-based perspective through the exploration of academic experiences in a SoTL-focused unit within a fully online GCLT in a mid-range Australian university. A survey of the unit’s first three graduating cohorts (2015-2017), attracted 30 respondents (56% of invitees), generating new insights into how professional learners navigate online, self-regulated, asynchronous learning spaces and how this learning affects their teaching and careers. Findings speak to learner motivation, impact and general effectiveness of online professional learning.

Guru Inovatif dan Kreatif Berbasis Kearifan Lokal Menggunakan Aplikasi CANVA

Innovative and creative teachers can be trained through socialization and training activities for teachers. This activity aims to expand teacher knowledge and improve teacher skills in utilizing technology through the preparation and creation of teaching materials using the Canva application. The community service activities carried out by the PKM team of the Superior Human Resources Supporting Lecturer Program (PDPSU) at the State Elementary School located at Jl. Jawa 01, PAHANDUT, Pahandut District, Palangka Raya City, Central Kalimantan Province, have several stages, namely (1) Participation method, namely the community service team actively participates in providing knowledge socialization activities to teachers regarding the important role of teaching materials in learning, then material on how to utilize technology through the Canva application and link it to local wisdom; (2) Survey method, namely distributing questionnaires to training participants before and after implementation, as well as a satisfaction survey of community service partners and (3) Training, namely the community service team provides skills training to teachers to create teaching materials in the form of animated folk tales using the Canva application; (4) Activity Evaluation. This community service activity aims to produce innovative and creative teachers in compiling interesting teaching materials based on local wisdom. Partnership Program This activity can provide direct benefits to improving the human resources of Elementary School teachers in learning at school. Keywords: Innovative and creative teachers, Canva, Local wisdom

Integration of Pintu Lestari Indonesia (Pitaria): Building Indonesia Cultural Awareness through the Implementation of the Use of Teaching Media for Teachers at IGTKI Pesawaran Regency

This activity aims to improve the abilities and skills of teachers who are members of Ikatan Kindergarten Teachers – Persatuan Teachers Republik Indonesia (IGTKI-PGRI) in Pesawaran Regency in creating and developing innovative teaching media, introduce regional culture through more innovative learning media, making the process of introducing culture more interesting and attractive for students. This community service program is carried out in the form of training to groups (IGTKI-PGRI) of Pesawaran Regency. Activities were carried out by socialization about innovative learning media conducted by Aisyah Pringsewu University Lecturers, Training on Skills in making Pintu Lestari Indonesia (PITARIA) teaching media using makeshift materials to produce interesting learning media, implementing the use of PITARIA teaching media in the classroom directly to see students' interest in PITARIA teaching media. This training results in an increased understanding of the use of creative and innovative teaching media, as well as improving teacher skills in making interesting and innovative learning media to make learning about culture easier for students to understand. The program's sustainability could be a limitation if there is no plan in place for ongoing support, training, or resource provision after the initial program period. This community service program can provide results by its initial purpose, which is to help improve teacher skills in making teaching media, and introduce regional culture.

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

Meningkatkan Hasil Belajar dan Kolaborasi Siswa Menggunakan Model Problem Based Learning pada Pelajaran Pak Fase B Kelas IV SD Negeri 01 Saibi Samukop

This study aims to improve student learning outcomes in Catholic Religious Education learning through the application of the Problem Based Learning (PBL) Model in class IV of SD Negeri 01 Saibi Samukop. The problem raised is the low understanding of students on the Ten Commandments material, which results in unsatisfactory learning outcomes. The research method used is classroom action research with two cycles, which include planning, implementation, observation, and reflection. The results of the study showed a significant increase in student learning outcomes, with the average final test score increasing from 65 to 85 after the application of PBL. The conclusion of this study is that PBL is effective in improving students' understanding of teaching materials. The recommendation given is for teachers to apply PBL consistently and conduct training to improve teaching skills in the context of problem-based learning.

The Impact of Postgraduate Leadership Development Fellowships for Doctors-in-Training: Reflections from a Fellow's Experience and a Narrative Literature Review.

Postgraduate leadership fellowships are becoming more popular among doctors-in-training. The author completed a one-year leadership fellowship with the Health Education England (HEE), East Midlands. A personal reflective approach was used to present the experiences of the author following the completion of the fellowship programme. Using the PubMed database, a narrative literature review on the impact of postgraduate leadership development programmes on doctors-in-training was also performed, with a focus on published randomised controlled trials (RCTs) and systematic reviews. Personal benefits for the author were seen in the areas of improved leadership skills; completion of a postgraduate academic qualification; improvement of teaching skills; and honing of major trauma clinical skills. Furthermore, the literature review showed that there was high grade evidence from two randomised controlled trials, for the impact of such programmes in obstetrics/gynaecology simulation, and on team leadership for major trauma resuscitation. In addition, three systematic reviews reported positive impacts of such programmes at an individual level for participants' attitudes, knowledge and skills, with minimal evidence for the overall impacts on healthcare institutions.

Professional Development Activities of Lecturers: An Action Research

This action research was designed to examine the professional development program (PDP) of lecturers and the effects of the program’s processes on educational administrators and lecturers. The study involved 2 administrators and 10 lecturers from an English preparatory school at a private university in Istanbul. During the program, to gather insights into the achievements, challenges, and suggestions related to the program, semi-structured one-on-one interviews and focus group discussions were conducted with administrators and lecturers, alongside the use of reflective journals and observation forms. Content analysis was employed to analyze the data. Education administrators believe that the PDP enhanced internal communication within the organization, provided insights into organizational functioning, fostered the adoption of student-centered teaching methods, and contributed to the personal development of lecturers through self-criticism and increased self-confidence. Lecturers highlighted benefits such as experience sharing, critical thinking enhancement, student-centered teaching integration, and improved teaching skills. Time management is a common challenge for both administrators and lecturers, with the added concern among lecturers about being perceived as ineffective by students during teaching observations. In light of the findings, it is recommended to tailor activities to lecturers’ needs, offer a flexible program structure, and provide support mechanisms to help lecturers cope. Future research might involve larger samples and explore emotional states and challenges independently.

Unveiling effectiveness: A meta‐analysis of professional development programs in science education

AbstractTeacher professional development (PD) is essential to continuously improve teaching skills, to adapt to diverse student needs, and to promote equity and inclusion. Only a few studies to date have synthesized how PD programs improve teachers' content knowledge and instructional quality, as well as students' academic performance. In this meta‐analysis, we aim to evaluate the impact of PD programs on science teachers and their students. We calculate a total of 514 effect sizes using Hedges' g from 66 studies published between 2010 and 2022. The bias‐corrected standardized mean difference (Hedges' g) is within‐subject and between‐subjects design. The overall effect size is 0.772, indicating a substantial effect size on PD effectiveness (s.e. = 0.063, p < 0.001, 95% CI [0.647, 0.897]). We observe considerable heterogeneity of effect sizes, moderated by PD dosage hours, duration, and active teaching. The findings indicate that relatively short PD periods—less than 48 h—and durations under 3 months may yield the most effective science PD for educators. As an alternative, slightly longer engagement exceeding 72 h, coupled with sustained support over 6 months, has proven to be the second most effective option for PD. Furthermore, an active learning approach within PD programs (ḡ = 0.794, s.e. = 0.066, 95% CI [0.656, 0.926]) has emerged as a pivotal influence on PD effectiveness. This study provides insights into education research and policy to understand PD research and to ensure how PD can be designed and implemented to improve student performance.

Lokakarya Pembuatan Buku Cerita Tema Matematika Bagi Guru Sekolah Dasar

Education in Indonesia plays a crucial role in shaping children’s character and skills, and numeracy literacy is an important aspect in this process. A workshop on creating mathematical picture story books for teachers at Fatma Kenanga Elementary School was held to provide solutions to the challenges of creating an engaging literate learning environment. Mathematical picture story books are recognized as an effective tool for developing numeracy literacy skills and stimulating children’s critical thinking skills. However, the difficulty teachers have in finding mathematical picture story books that meet the criteria of the reading level motivated the holding of this workshop. The workshop aimed to provide understanding and skills to teachers at Fatma Kenanga Elementary School in creating mathematical picture story books that meet the needs of children. Through the PAR method, this workshop provided practical and creative guidance for teachers. The results showed an increase in teacher creativity in designing stories, applying simple illustration techniques, and integrating moral values into picture stories and producing mathematical picture story books. Although the workshop provided a strong foundation, some teachers felt the need for further development. Recommendations for follow-up include additional workshops, individual coaching, and online resources to continue improving teacher skills. In conclusion, this workshop made a positive contribution in supporting teachers of Fatma Kenanga Elementary School in creating a positive and engaging literacy learning environment.

Google Site Training Assistance for Rich and Renewable Learning Resources for SMAN 1 Driyorejo Gresik

In the digital era, schools must continue improving teacher skills in dealing with technological developments. Google Sites training is one solution to develop teachers' abilities in utilizing and deepening their understanding of technology as a modern learning medium. This service aims to increase the use of Google Sites as an educational tool and create a deeper understanding of technology's potential and benefits in modern education. The service method of the training was carried out through the Participatory Action Research (PAR) approach by emphasizing the active role of participants during the training. The results of teacher service can be implemented through Google Sites as a modern and adaptive learning medium. This platform can allow teachers to create interesting teaching materials with various features, such as the use of images and flexibility in creating content anytime and anywhere. The conclusion of this training improves the quality of learning in the classroom and helps teachers prepare students to face challenges in the digital era. Overall, this training went well and positively impacted teachers' abilities to create up-to-date and effective learning media by the demands of the times.

ЕВРОПЕЙСКИ ПРАКТИКИ В МАЛКО БЪЛГАРСКО УЧИЛИЩЕ

This report examines the opportunities for the implementation of good practices in the Bulgarian school in the fi eld of STEAM approach, innovative methods and techniques, as well as techniques for working with children with special educational needs (SEN) and is based on the qualification of teachers under the Erasmus+ Program Type of Action KA122-SCH – Short-term projects for mobility of learners and staff in school education, Project No 2023-1-BG01-KA122-SCH-000134674 ‘Success begins with action’. Here follows a short description of the content of the paper. The main objective is to increase students’ motivation to learn by improving teaching skills and applying modern educational practices.