Teachers Plan Research Articles

Library Reading as a Catalyst for Teachers’ Performance and Competency Improvement

The questions to be investigated in this research are as follows. (a) How do teachers' skills and performance improve when applying attention to bibliographic reading? b) What is the impact on teacher competence and productivity after maintaining enthusiasm and interest in learning? Furthermore, the objectives of this research are as follows. (a) After increasing interest in reading study guides in the library, the level of understanding and mastery of skills and teacher performance is known. (b) Want to know what impact your library will have on implementing educational promotions to increase interest in reading. This research uses two stages of action research. Each round consists of four stages: design, action and observation, reflection and iteration. This object is the MTs Islamiyah YPI Batang Kuis teacher. The data obtained is presented in the form of formative test results and study and learning activity management sheets. One. With the introduction of a program development model to organize the hobby of reading reference books in the library into educational effectiveness and comfort, new experience was gained in implementing the program and making education implementation plans for MTs Islamiyah YPI Batang Kuis teachers.

AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention

This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI integration objectives, the study emphasises balanced use and educational reform potential. Integrating AI tools optimises teacher planning, enhances instructional support, and refines resource allocation, contributing to AI’s academic potential while stressing burnout mitigation’s importance for educational advancement.

Arabic Teacher Pedagogic Competence in Managing Learning at Madrasah Aliyah Negeri 1 bandar lampung|Al Kafa’ah At Tarbawiyyah Li Mu’alim Al Lughoh Al ‘Arobiyyah Fii Idaaroti At Ta’liim Bimadrosah Al ‘Aaliyah Al Islamiiyah Al Hukuumiyyah Al Ulaa Bandar Lampung

The objective of this study was to know the teachers’ pedagogic competence to manage the teaching and learning Arabic language at Madrasah Aliyah Negeri 1 Bandar Lampung in designing plans, implementing and evaluating learning. The research methods of the study is descriptive qualitative. Data were collected through observation, interview, and documentation. The data analysis procedure uses several steps, namely data reduction, data presentation and verification. The result of data findings shows that the teachers’ pedagogic competence to manage the teaching and learning of Arabic teachers in planning, implementation dan evaluation learning is good. the teacher plans learning by: a) Understanding the characteristics of students. b) The preparation of the Learning Program as a result of the lesson plan is a very important thing for a teacher to do. Then in carrying out learning by: a) Opening Learning; b) Do Apperception; c) Perform Pre Test; d) Delivering Study Material; e) Using the Method; f) Using the Media; g) Class management; h) Closing Learning. And in carrying out learning evaluations, carrying out daily assessments such as giving practice questions after one material has been studied. In addition, there are UTS and UAS in one semester. Overall the teacher's pedagogical competence in managing learning is in the good category.

Teacher Planning and Curriculum Frameworks: A Case Study of ECEC Practice in Australia

AbstractResearch indicates an uneasy fit between curriculum frameworks and practice. In this paper, we explore the more subtle practices of context, providing insights into why teachers plan the way they do. Specifically, we examine the Australian early childhood education and care curriculum framework and local practices by analysing teacher planning templates and interviews. Using Bourdieusian tools of field and habitus, we investigate how early childhood teachers plan their programs by selectively adapting curriculum frameworks. Our case study approach uncovers a range of influences on teacher planning and how local practices reflect broader national agendas for young children.

An Intelligent Support System to Help Teachers Plan Field Trips

AbstractField trips enrich learning programs with out-of-school activities that can bring gains in students’ academic content knowledge and personal growth. However, they are a source of anxiety for teachers because of the bureaucracy, pedagogy, etc., risks they imply. To address this issue, we propose FieldTripOrganizer, a field trip planner based on the mixed-initiative approach aimed at increasing teachers’ autonomy and motivation in designing educational tours. The key aspects of our application are (i) the simultaneous provision of information filtering and automated scheduling support while the user designs the field trip, and (ii) the visual annotation of places and activities to show whether they can be included in the itinerary without violating its time constraints. Different from current tour planners, these functions enable the user to be in full control of the design process, delegating the system to manage difficult and burdensome tasks such as consistency checks and itinerary optimization. We evaluated FieldTripOrganizer in the use case of organizing a science field trip. In a preliminary user study involving 18 science teachers, our application turned up to be superior to a baseline tour planner in both usability and user experience. Moreover, the teachers declared that it was helpful, motivated them, and reduced their anxiety during the design of the field trips.

Penerapan Metode PAIKEM Pada Pembelajaran Bahasa Jawa di Madrasah Ibtidaiyah Kelas Rendah

This study will discuss the application of the PAIKEM method to learning Javanese in lower grades. This type of research is qualitative research using a qualitative descriptive approach. Research data were obtained through observation and interviews conducted directly at MI NU Manafi'ul Ulum 01 Gebog Kudus. The results of research conducted at MI NU Manafi'ul Ulum 01 Gebog show that the application of the PAIKEM method to learning Javanese in low grades has a positive impact on students. In the application of the PAIKEM method at MI NU Manafi'ul Ulum 01 Gebog Kudus, Javanese language learning is carried out through three stages, namely the first stage of planning, in the planning process for the PAIKEM method it is explained that the teacher plans and implements teaching and learning activities that motivate students to play an active role in their education. In the second stage, namely implementation, the PAIKEM method is carried out by implementing learning by stimulating active, innovative, creative, effective and fun learning. Through the use of this method, learning Javanese is very effective, to be applied to lower grades in MI/SD because applying this method can make students more active, not bored, and excited during the learning process.

Strategy on boarding school development: between trend and performance analysis

Many cases show that the preexisting human resource condition of teachers may potentially cause problems for an educational institution. Two possibilities arise: (1) if the number of teachers is lower than the ideal number and (2) if the number of teachers is more than the ideal number. Therefore, every institution must plan the human resources of teachers through a scientific approach, both qualitative and quantitative. This study aims to plan a strategy for boarding school development based on the human resources of schools and the level of performance at the International Standard Madrasah, Amanatul Ummah, Pacet, Mojokerto, East Java. The human resource planning of teachers used in this study is a trend analysis to predict the number of new students, which then becomes the basis for determining the number of study groups. The number of study groups will then determine the required number of teachers, especially for those teaching the nationally tested subjects. The performance analysis used in this research is named PIAS Analysis, an upgrade of IPA analysis with an additional axis in the same parameters. The results of the study indicate that the composition of teachers is essential based on the primary and current needs of trend analysis. PIAS analysis shows that some attributes need to be improved for better services and better performance in sustainable school development.

Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”

This study aims to examine the process of developing interdisciplinary lesson plans for prospective English and social studies teachers using the Content-based language instruction model (CLIL) and through collaborative work. The participants of the study consisted of 30 prospective English and 10 prospective social studies teachers who were continuing their pre-service university education in one of the western provinces of Turkey. A qualitative approach was used to answer the research problem, and data collection tools consisted of questionnaires, semi-structured group interviews, and lesson plans. Both descriptive and content analysis was used to reach inferential results. As a result of the research, it was understood that pre-service teachers’ own learning experiences affect their beliefs about their teaching experiences. Besides, it was understood that the 4C model, which can be used in CLIL, is specifically suitable for social studies. In line with these results, suggestions were made for future studies.

Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices

ABSTRACT This study investigated newly qualified primary and lower secondary school teachers with a master’s degree in Norway and how they experienced being stirred into induction practices in their school. The theory of practice architectures was the theoretical framework used in the analysis, and the term ‘stirred into’ refers to the dynamics of entering and becoming a practitioner of a specific practice. A thematic analysis of 42 interviews revealed three induction practices: 1) solo practices where the teachers plan and evaluate the teaching alone, 2) collaborative practices where the teachers plan and develop the teaching through collaboration with a few colleagues and 3) collective practices where the teachers can discuss their teaching with all their colleagues and engage in mutually beneficial and productive interactions. The study identifies how the schools’ site-specific practice architectures prefigures and shapes newly qualified teachers’ practices during the induction phase.

Teacher Planning Templates: Helpful Tool or Waste of Time? A Comparative Analysis of the Perceptions of Novice and Experienced Teachers in the UAE and USA

Lesson plan templates are a frequent requirement in schools around the world. School administrators often choose a standard lesson plan style and require the consistent layout for all teachers of all grade levels and across all disciplines. Lesson planning, when done well, should be a guide for both teachers and administrators of the educational concept the students need to learn, how the teacher will teach the concept, and how student learning will be evaluated. Lesson planning is a time-consuming task for the teacher and a requirement and expectation by which administration oversees instructional practices in schools. This research study sought to obtain, evaluate, and analyze the perspectives of administrators and teachers from both the United Arab Emirates and the United States on the perceived usefulness of lesson planning templates in the planning process. A quantitative method employing a close-ended survey was used to obtain data. An exploratory factor analysis was applied to determine perspective of teachers on the value and utility of completing templates for instructional planning purposes, and an independent variable T-test was applied to examine similarities and differences in perspectives based on time in the field. The impact of the study could shape future views on the practice, benefits, training, use, and research of lesson planning templates. Keywords: novice teacher, experienced teacher, lesson planning templates, administrative requirement, teacher planning

ENGLISH FOR CHEMISTRY SUBJECT MATERIAL DEVELOPMENT BASED ON THE NEEDS ANALYSIS OF STUDENTS IN CHEMISTRY EDUCATION STUDY PROGRAM

A person must not only be proficient in their major field of study but also in the English language, which serves as the primary international language of communication in both oral and written form, due to the growing demand for international communication and the level of competition in the global job market. Therefore, it is essential that English language instruction in higher education be able to deliver comprehensive and professional English that is not only relevant to their field of study but also meets the demands and needs of the target learning and work field. It is sad that the English learning process, particularly English for Specific Purposes (ESP) programs at the university level, does not fulfill the fundamental competence and learning outcomes as mandated and expected. Lack of lesson planning, unfulfilled requirements and expectations of teachers and students, as well as irrelevant material to the topic of the study, are among the influencing variables that have been identified to contribute to the effectiveness of the anticipated teaching and learning in ESP classes. Given this information, it is crucial to undertake a study that places a greater emphasis on determining the needs of the learners (needs analysis). This is especially helpful for facilitating the learners' anticipation of taking English classes that are pertinent to their subject of study. This study was undertaken at Pattimura University's Chemistry Education Program in order to achieve this goal. Since 2017, the ESP subject has been included in the curriculum under the topic of English for Chemistry. Thirty-three students were involved as the participants in the survey by answering 20 items provided in the questionnaire. The result shows that the majority of the students (39.4%) admitted that they would be interested in learning English if the materials are relevant to the Chemistry study, but still has the linguistics elements in English. This finding was also supported by 69.7% of the respondents who said that they would be motivated in learning if the teacher uses contextual English materials in Chemistry that are possible to be implemented in their daily life. Additionally, students also gave several suggestions for the improvement of English Learning in terms of the focus of English skill, the approach and activities in learning. These findings are principally constructive as the input to design and/or develop the English material (Material Development) that will be used to teach English for Chemistry subject in Chemistry Education study program

A model for scaffolding mathematical problem-solving: From theory to practice

Devising a plan is an important phase in the teaching and learning of mathematical problem-solving in a mathematics classroom. In this paper, we propose devise a plan (DP) model for scaffolding students in devising a plan to engage them in mathematical problem-solving for classroom instruction and beyond. Although mathematics educators have proposed problem-solving scaffold, mainly building on Polya’s (1945) and Schoenfeld’s (1985) problem-solving models, for authentic problem-solving in the classroom, the phase on devising a plan was generally brief. We expand on the scaffolding of the intermediate stages of devising the plan for teachers to teach problem-solving, with a more ambitious goal of enabling students to engage in independent problem-solving beyond the classrooms. Features that are used in the planning stage of problem-solving are identified through a systematic literature review. Our proposed DP model includes the use of both metacognitive strategies and problem-solving heuristics. The application of our proposed model was exemplified by the solution of three non-routine problem on proportionality.

Straight to the Sources: Analyzing Elementary Preservice Teacher Planning for Inquiry

Through a multiphase coding process, the researchers examined the selection, characteristics, and planned use of 111 written, visual, oral, and material sources that preservice teachers incorporated into plans for inquiry-based elementary social studies instruction. Preservice teachers identified Google as their main tool for locating potential sources, selected far more secondary than primary sources, and varied widely in how they prepared sources for elementary students. Planned use of sources focused almost entirely on identifying key details, with limited opportunities designed for students to contextualize sources, examine bias, or corroborate evidence. Implications for teacher education related to source selection and analysis are discussed.

Evaluasi Manajemen Pembelajaran Biologi Kelas X

Biology learning management is very important in an effective and efficient biology teaching and learning process. With biology learning management, the teacher plans, organizes, leads, and evaluates learning materials. This study aims to identify the strengths and weaknesses in biology learning management for class X at SMA Negeri 3 Mataram and provide insights for further improvement and development. This type of research is descriptive evaluative research with a quantitative approach. Based on the evaluation results, it was found that the good category for each stage of biology learning management was 81% starting from the planning stage, 75% organizing, 80% leadership, and 83% evaluation. Some of the obstacles encountered by teachers in biology learning management at SMA Negeri 3 Mataram were that teachers had difficulty planning/determining methods and models to be used in the learning process, teachers were not assertive in directing students to form groups, and teachers were unable to maintain student focus due to the organization of learning resources right.

Upaya Meningkatkan Hasil Penyusunan Rencana Pelaksanaan Pembelajaran Melalui Bimbingan Kepala Sekolah Di SMAN 70

This research examines the importance of coaching to make a breakthrough by providing guidance on an ongoing basis to teachers at SMA Negeri 70 Kebayoran Baru, South Jakarta, with the hope that later it will produce (output) teachers who are able to master how to prepare lesson plans properly and correctly. The results of the study show that continuous guidance can increase teacher motivation in compiling a complete lesson plan. The teacher shows seriousness in understanding and compiling lesson plans, especially after receiving guidance on the development/composition of lesson plans from researchers. This information the researchers obtained from the results of observations when conducting interviews and guidance on the development / preparation of lesson plans for teachers. Next is to show that continuous guidance can improve teacher competence in preparing lesson plans. This can be proven from the results of observations which show that there is an increase in teacher competence in preparing lesson plans from cycle to cycle. In the first cycle, the average value of lesson plan components was 69% and in the second cycle, 83%. So, there was an increase of 14% from cycle I.

Academic Supervision of PAI Teacher Performance in Educational Foundations Walisongo Magelang

The success of education cannot be separated from the teacher's performance in learning activities. Academic supervision carried out by the principal is one of the supporting activities in improving teacher performance in teaching. The aim of the research is to describe and analyze the academic supervision of PAI teachers in lesson planning, learning implementation, and learning evaluation. The paradigm of this research is post-positivism. The analysis of this research includes the stages before in the field, during the field and after in the field. The results of the study show that the principal has carried out supervision by showing that the teacher's planning and implementation skills in learning are competent, it's just that there are still a few weaknesses in the teacher in carrying out evaluations, the principal must pay more attention to the evaluation aspect of supervision, whereas in terms of teaching performance, the teacher must be more improve its performance in the aspect of learning evaluation and follow-up of student assessment results. school principals must pay more attention to the evaluation aspect of supervision and teachers must further improve their performance in the evaluation aspect of learning and following up on student assessment results. The recommendation of the researcher the next that the implementation of academic supervision at the Walisongo Education Foundation in Magelang has quite significant implications for increasing the professionalism of teachers there. If the principal is more intent on implementing academic supervision, the teacher's performance will be more competent

Planning for Developing Students’ Statistical Literacy: A Research-Informed Framework Development

Teachers’ planning as a research area still receives little attention. This study focuses on developing a research-informed framework to assess teachers’ statistics lesson plans. Using a design-based research approach, we developed a framework that includes (a) two criteria related to learning intentions (clear and comprehensive), (b) four criteria related to task features (statistical literacy, statistical investigation, real data, multiple representations), and (c) one related to constructivist lessons. Then, the team provided professional development on statistical literacy and ways to elicit and develop it in the classroom. After that, the teachers discussed the framework and used it to revise their lesson plans. Also, teachers provided feedback to revise the framework. We discuss how the framework can offer a tool for researchers to examine teacher planning competence and teachers to reflect on their practice.

The Role of the Principal in Carrying Out Supervision to Improve Teacher’s Competence

The purpose of this research is (1) to find out the role of the principal as a supervisor in helping teachers lead classes in improving teacher competence at SD Negeri 24 Talang Kelapa, (2) to find out the role of the principal as a supervisor in helping teachers plan learning programs in improving teacher competence at SD Negeri 24 Talang Kelapa and (3) to find out the role of the principal as a supervisor in helping teachers carry out the learning process in increasing teacher competence at SD Negeri 24 Talang Kelapa. The method used in this research is descriptive qualitative method with in-depth interviews. The results of this study found that (1) the role of the principal in supervising the teacher's ability to lead a class, starting with supervising the planning of lesson plans, implementing learning in class and evaluating learning, (2) the supervisory role of the school principal in increasing teacher competence is demonstrated by providing guidance, identifying teacher deficiencies and planning the training needed by teachers and (3) the role of the school principal as a supervisor in helping teachers carry out the learning process in improving teacher competence at SD Negeri 24 Talang Kelapa is carried out by providing support to teachers with training and then evaluating how the results are, encouraging teachers to attend trainings and workshops both during online and offline.

IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL IN WRITING EXPLANATION TEXT IN CLASS XI SMK MUHAMMADIYAH 3 KARANGANYAR

The purpose of this study is to use a problem-based learning paradigm to help students at SMK Muhammadiyah 3 Karanganyar who have difficulty with the subject matter to compose an explanatory text. Qualitative descriptive method was used for this research. Teachers and students of grade 11 SMK Muhammadiyah 3 Karanganyar were interviewed for this study. The data of this research include: teachers plan problem-based learning models in the form of lesson plans in accordance with the curriculum; a teacher applies a problem-based learning model according to the syntax; a teacher encountered a problem when using a problem-based learning model to ask students to write an explanatory text. Keywords: implementation, problem-based learning, explanatory text

Analysis of Learning Objectives on the Biology Teacher Learning Implementation Plan at SMA Negeri 14 Gowa

Abstract. This descriptive study aims to determine: 1) the suitability of learning objectives with basic competencies (BC), 2) the distribution of cognitive process levels of learning objectives based on Bloom's taxonomy revision, and 3) the completeness of the components of the formulation of learning objectives in the lesson plan (LP) for high school biology teachers at SMA Negeri 14 Gowa. There were 11 LP studied, namely 6 LP for the even semester of class XI and 5 LP for the even semester of class XII for the academic year 2020/2021 which consisted of 22 BC, 80 indicators of competency achievement (ICA), and 80 formulations of learning objectives. The instruments used are assessment sheets and checklists. The data is processed by calculating the percentage (%) of each category. It was concluded: 1) the suitability of the learning objectives with the dominant BC (63.75%) was appropriate, 28.75% was quite suitable, and 7.50% was not suitable; 2) distribution of levels of cognitive process learning objectives based on the revision of Bloom's taxonomy dominant (53.75%) C2, each level has been represented but not proportionally; 3) the completeness of the dominant learning objective component (97.50) is incomplete, containing only audience and behavior components, some even have only behavior components.Keywords: lesson plans, learning objectives, suitability, distribution, completeness.