Teacher Teaching Research Articles

Analisis Deskripsi Profesi Guru

This study is a qualitative research approach that is Library Research is a study that obtained all the data from various library literature in the form of books, articles and other works. In this case to know scientifically about the analysis of the description of the teacher profession the nature and duties of teachers and the purpose of a strong understanding of teachers so that the educational process can run properly. Data collection technique is done through direct citation technique and indirect citation technique. Data analysis was performed using content analysis techniques. An attempt to objectively and systematically describe and deeply analyze the content of written or printed information. Therefore, the results of this study give the conclusion that the teacher is a very important profession in the world of Education. The factors that affect the professionalism of teachers include the standard qualifications of teachers, the interrelation of teacher disciplines, pedagogical, professional, social and personal competencies, as well as the development of student potential. In addition, the duties and responsibilities of teachers in teaching and learning activities include mastering teaching materials, facilitating the teaching and learning process, creating a conducive learning atmosphere, and planning and implementing the learning process. Therefore, teachers who have the appropriate academic ability need to continue to improve their qualifications and abilities to become professional and qualified teachers. The development of teacher professionalism can also be achieved through Career Development and proper training. To solve problems. With the relationship between teacher professionalism in the learning process with student learning outcomes. More professional teachers tend to have a more positive impact on student learning outcomes.

Development of a Module Based on the Sas Method to Improve Reading and Writing Skills in Class II SDN 054905 Paya Redas

This research method uses the research and development method. This research aims to develop student learning modules that are suitable for student learning in lower grades, and improve the quality of teacher teaching in learning. The research was carried out at SDN 054905 Paya Redas with research subject II. The results of the research that has been carried out show that there are several students who have difficulty reading, there are still students who cannot distinguish letters and have not memorized the letters of the alphabet. One method that can motivate students to improve their learning is by using the SAS ( Synthetic Structural Analytical ) Method. Data collection techniques use documentation and questionnaires, while data analysis techniques use percentages . The result of the development stage is to produce a reading module product. Thus, it can be concluded that the development of reading skills modules is based on Synthetic Structural Analytical (SAS) is included in the very valid or very feasible category. Thus, it can be concluded that the feasibility of the beginning reading and writing module based on Synthetic Analytical Structural (SAS) in class II elementary school learning is included in the very feasible category.

Pentingnya Komunikasi Interpersonal Guru dalam Meningkatkan Kualitas Belajar Siswa

The problem in general is that along with the presence of many educational institutions, both private and state, whether accompanied by the readiness of reliable and qualified teaching staff in accordance with their fields, or it can be said, whether the existing teaching staff (teachers) are in accordance with their competence. This is the question which is a big problem related to the development of the world of education in Indonesia. For example, those at the kindergarten level or also at the level of bringing Play groups. Some factors that cause poor teacher quality include unskilled teachers in teaching, lack of communication with students, teachers do not understand children's characters, teaching methods that are less interesting, then the number of children who are allowed to play, teachers who are impatient in teaching and reduced hours of reading and arithmetic. One form of communication that must be considered carefully for a kindergarten teacher is interpersonal communication.

OPTIMIZING PARTICIPATORY APPROACH THROUGH MEMRISE APP IN VOCABULARY ENHANCEMENT FOR INDONESIAN STUDENTS

The participatory method is a well-established strategy approved by researchers and is regarded as essential for teaching English as a second language. The Memrise application is employed as a supplementary learning tool to make English classes engaging and captivating. Consequently, the objective of this research is to assess whether a significant disparity exists in vocabulary improvement between two Junior High School classes when using the Participatory Approach and Memrise. The research methodology applied here is quantitative, utilizing a comparative design comprising pre-tests and post-tests. Both classes are under the instruction of the same teacher (the researcher), but they employ different teaching methods. The 7A class is instructed through the participatory approach combined with the Memrise application, while the other class is taught using the conventional homeroom teacher method. Notably, both classes demonstrated improved vocabulary, but the 7A class exhibited a notably higher level of enhancement compared to the 7B class. Moreover, the results indicate a significant discrepancy in vocabulary enhancement between students taught using the participatory approach and the Memrise application versus other methods which is shown through the average increase of the 7A class is 90% and the average increase of the 7B class is 39%. To summarize, the findings underscore the effectiveness of the Participatory Approach and Memrise in facilitating vocabulary enrichment and enhancement among students.

Attachment Representations and Emotions in Teaching as Antecedents to Teaching Styles in Higher Education

The current study explored how relational antecedents and emotional experiences were associated with faculty-centered versus student-centered approaches to teaching in higher education. One hundred and forty-one faculty members from two institutions of higher education in the United States completed self-report surveys regarding an undergraduate course they were teaching that semester. Path analyses showed that faculty reports of a secure attachment style were positively correlated with positive teaching-related emotions and, in turn, with greater use of a student-centered, inquiry-based approach to teaching emphasizing engagement with course material and restructuring of students’ knowledge. Faculty reports of avoidant and anxious-ambivalent attachment styles were correlated with greater negative teaching-related emotions and, in turn, with greater use of a faculty-centered, direct instruction teaching approach. These findings suggest that attachment theory is a useful lens through which to understand why faculty might feel more positively or negatively about their teaching and, in turn, the teaching approaches they employ. We discuss how our findings might inform the re-design of faculty training programs to encourage reflection on relationship styles and greater positive emotions about teaching.

The Effect of the Application of Teacher Teaching Styles on Swimming Learning Outcomes in PJOK Learning in Schools

The Effect of the Application of Teacher Teaching Styles on Swimming Learning Outcomes in PJOK Learning in Schools

Pengembangan Media Ludo Digital Materi Tanggung Jawab Siswa Pada Mata Pelajaran PPKn Kelas V SD

This research is motivated by technological developments in the world of education today, namely in the era of revolution 4.0. This of course makes teachers have to be more creative in carrying out learning. This digital learning media is very relevant to the age development of elementary school children, especially grade V. The development of this digital ludo media uses a platform that geniuses use the Design and Development method. The research procedure to be used in research is the ADDIE model development procedure (Analysis, Design, Development, Implementation, Evaluation). The validation test procedures and responses of material experts, media experts and linguists according to indicators refer to BSNP 2017 and are modified based on research needs. This received a very good response and deserves to be tested on elementary school students with a percentage of results of 96.02%. The response of students, users and teachers received a positive response with an accumulation percentage of 96.65%. Based on several responses, this digital ludo media obtained results that are very worthy of use in learning and received positive responses from students, users and teachers in teaching and learning activities

Analisis Kesulitan Belajar Matematika dan Upaya Menanganinya pada Siswa Kelas IV MI Gagaksipat 2

There are still many elementary school-age children who have learning difficulties in understanding the arithmetic operations of addition and subtraction which are presented in the form of story problems and the arithmetic operations of multiplication and division. The aim of this research is to determine the types of mathematics learning difficulties experienced by students, the factors that influence learning difficulties, and to reveal efforts that can be made to overcome mathematics learning difficulties in grade IV elementary school. This research method uses descriptive qualitative. The research subjects were 23 class IV students and class IV teachers. The data collection procedures used were observation, interviews, and documentation. The research results showed that 10 of the 23 students in class IV had difficulty learning mathematics. The types of learning difficulties for class IV students in mathematics learning at MI Gagaksipat 2 include difficulties understanding concepts, calculating skills, and solving problems. Factors that cause difficulties in learning mathematics come from internal and external factors. Internal factors originating from students include IQ or intelligence, students' attitudes toward learning mathematics, students' low learning motivation, suboptimal physical health, and students' poor sensory abilities. Meanwhile, external factors originating from outside students include the lack of variation in teacher teaching, the use of learning media that is not optimal, the infrastructure at school, and the family environment. Efforts to deal with mathematics learning difficulties can be made by students, teachers, or schools.

Effect of classroom-based physical activity on teaching quality of systemic lupus erythematosus for medical undergraduates.

To explore the influence of classroom-based physical activity (CB-PA) on the teaching quality of systemic lupus erythematosus (SLE) for medical undergraduates. Students from 8 classes participating in the clinical medicine program of the affiliated hospital of Zunyi Medical University were divided into two groups. Four classes received regular teaching on the SLE chapter as the control group, and the other four received CB-PA intervention as the experimental group. After class, the basic ability (diagnostics and pharmacology scores in sophomore year) and teaching quality scores were collected and compared using a questionnaire. The performance of the 2 groups to the SLE review questions was compared. The scores of learning interest, the degree of satisfaction with the courses, and the level of mastering the teaching contents in the experimental group were significantly higher than those in the control group. The evaluation of the teacher's teaching level increased considerably. The experimental group's performance was also better than the control group's (the assessment performance was adjusted with the basic ability). CB-PA in teaching SLE improves students' interest in learning, teaching satisfaction, and mastery of knowledge and may ultimately enhance their assessment results.

Learning from errors versus explicit instruction in preparation for a test that counts.

Although the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect. This study investigates the teaching strategies that facilitate learning from errors. This 2-year study, involving two cohorts of ~88 students each, contrasted a learning-from-errors (LFE) with an explicit instruction (EI) teaching strategy in a multi-session implementation directed at improving student performance on the high-stakes New York State Algebra 1 Regents examination. In the LFE condition, instead of receiving instruction on 4 sessions, students took mini-tests. Their errors were isolated to become the focus of 4 teacher-guided feedback sessions. In the EI condition, teachers explicitly taught the mathematical material for all 8 sessions. Teacher time-on in the LFE condition produced a higher rate of learning than did teacher time-on in the EI condition. The learning benefit in the LFE condition was, however, inconsistent across teachers. Second-by-second analyses of classroom activities, directed at isolating learning-relevant differences in teaching style revealed that a highly interactive mode of engaging the students in understanding their errors was more conducive to learning than was teaching directed at getting to the correct solution, either by lecturing about corrections or by interaction focused on corrections. These results indicate that engaging the students interactively to focus on errors, and the reasons for them, facilitates productive failure and learning from errors.

An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews

Learner agency has gained increasing attention in feedback research. Previous studies have explored it from learner identity, social and power relation, and learning behavior, while they mainly focused on students' agency toward teacher feedback. How students enact their agency when engaging in peer reviews in multifaceted contexts over time remains under-explored. Adopting an ecological perspective, this case study longitudinally examined agency enactment of five Chinese tertiary-level EFL students in peer reviews during a 12-week English writing course by analyzing data collected from reflective journals and semi-structured interviews. The results showed that students’ agency in peer reviews could be manifested by their proactivity of self-regulated learning and reciprocity of peer interactions when engaging with peer reviews. Learner beliefs, prior experiences, language proficiency, expectations and goals interacted with the contextual factors at the textual, interpersonal and interactional, instructional and sociocultural levels, out of which teacher instruction was the most salient affordance and time shortage was the most salient constraint to agency enactment. This study demonstrated the complexity of the enactment of learner agency and the unique pattern of the chordal triad of agency in the longitudinal peer reviews, and offered pedagogical implications about how to build a more agency-supportive L2 writing class.

Teacher Teaching Creativity and Interactional Communication on Student Learning Achievement

This research aims to determine the influence of teacher teaching creativity and interactional communication on student learning achievement. This research uses qualitative research with a descriptive approach. The results of this research are that teachers must have learning methods in teaching science. In the communication process between teachers and students, it can be seen that this gives rise to an interactional communication model. This interactional communication model is a communication model that is often used in everyday life and can build children's creativity. Education is a very important thing for someone to gain knowledge and improve one's self-quality. With the aim of this education, it can determine whether a person is successful or not based on the results they have achieved. There are several things that influence student learning achievement, in this case teaching creativity and communication between teachers and students are factors in achieving learning achievement

Code Switching in English Teacher Instruction: A study of the Teacher Language in English Classroom and Its Implications for Indonesian Students Language Education

Teaching English in Indonesia is not the same as teaching English in a country where English is the native language. The teacher should make sure the students understand the explanation or instruction from the teacher. In the foreign language classroom, code switching is naturally occurring to make the teaching learning process run smoothly. Therefore, this study aimed to explain the function of code switching, students perceptions of the teacher’s code switching, and the effect of teacher’s code switching practices on students’ understanding in the teaching learning process. It was conducted at SMAN 9 Palu by using descriptive qualitative as the method. The researcher used observation, questionnaire and interview to get the data. The results of the study showed that first, there were three functions of code switching used by the teacher proposed by Sert (2005), those are topic switch, affective function, and repetitive function. Second, most of the students had positive perceptions about students' understanding and students' feelings during learning with code switching used by the teacher. Third, code switching used by the teacher in teaching learning English process provides a positive effect in providing a positive learning environment, and facilitating students with low level of second language proficiency
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 Keywords: Code switching, English classroom, teacher instruction

Development of Problem-Based Learning Model Physics Learning Tools to Improve Critical Thinking Skills of High School Students

Objective: Most EFL students need help to develop their speaking abilities. Due to their limited vocabulary, poor grammar, and lack of confidence, they could not practice speaking. Ten students from the English Department joined a study group to address these obstacles. Method: The procedure was carried out online. The teacher created a WhatsApp group as the initial class medium. He added to the vocabulary development and grammar education on the screen. The students studied the material on a video podcast to retell to meet the comprehension criteria, synchronizing their inputs with real life. They then describe a picture to hone their communication skills. They also transcript their story in order to make the spoken and written versions of it coincide. Results: After following the teacher's instructions to build sentences using the lexico-grammar technique, students can identify the grammatical conventions used in podcasts. They can adequately narrate pictures thanks to this type of learning. Their increased confidence fosters mature dialogue. The students' delivery will become more fluid due to the novelty of learning sentence construction through lexico-grammatical techniques and synchronizing it to podcast material. They acquired the ability to apply vocabulary and grammar norms contextually. It was evident from the way they described the images. To fit the needs of their students in the classroom, teachers might change them. It also encourages other researchers to continue their observations.

Effect of Information Technology on Teacher's Teaching and Learning Behavior in the Classroom

Effect of Information Technology on Teacher's Teaching and Learning Behavior in the Classroom

Using Podcasts, Lexico-Grammatical Resources, and Videos With Descriptive Images to Improve Speaking Skills

Objective: Most EFL students need help to develop their speaking abilities. Due to their limited vocabulary, poor grammar, and lack of confidence, they could not practice speaking. Ten students from the English Department joined a study group to address these obstacles. Method: The procedure was carried out online. The teacher created a WhatsApp group as the initial class medium. He added to the vocabulary development and grammar education on the screen. The students studied the material on a video podcast to retell to meet the comprehension criteria, synchronizing their inputs with real life. They then describe a picture to hone their communication skills. They also transcript their story in order to make the spoken and written versions of it coincide. Results: After following the teacher's instructions to build sentences using the lexico-grammar technique, students can identify the grammatical conventions used in podcasts. They can adequately narrate pictures thanks to this type of learning. Their increased confidence fosters mature dialogue. The students' delivery will become more fluid due to the novelty of learning sentence construction through lexico-grammatical techniques and synchronizing it to podcast material. They acquired the ability to apply vocabulary and grammar norms contextually. It was evident from the way they described the images. To fit the needs of their students in the classroom, teachers might change them. It also encourages other researchers to continue their observations.

Design of English Informationization Teaching System Based on Positive Psychology

Early computer-aided teaching systems fully played the leading role of teachers, but ignored the embodiment of students' subjectivity. In English teaching practice, there is still a current situation of emphasizing cognition and neglecting psychology, seriously neglecting students' psychological needs such as learning interest, self-confidence, and happiness. Therefore, in order to explore the promoting role of positive psychology in English teaching, this study, guided by subjective well-being theory and self-determination theory, adopted JSP+Struts+SQL Server technology to design an English information-based teaching system. The system was based on English knowledge, with students' personalized reasoning as the premise, and teachers' teaching strategies as the key. Personalized assistance was provided to English teachers for information-based teaching. Finally, through a controlled experiment, it was found that after half a semester of English information technology teaching, the excellent final grade rate of the intervention group X students was 56.67%; the pass rate reached 90%, and only 3 students failed. There was a significant improvement compared to the performance of the control group Y students. This experiment can prove the effectiveness of the English information teaching system designed in this article. The English information teaching system is a supplement to the traditional classroom teaching mode, which can enhance students' learning interest and English oral expression ability, as well as improve the quality of teachers' education.

Preschool Teachers Teaching Quality Evaluation Based on Neural Network Algorithms

Based on the current teaching situation of preschool teachers, in order to comprehensively evaluate the effectiveness of early childhood teaching, research have constructed a teaching quality evaluation model using fuzzy synthesis method and expert method. This model can handle the fuzzy relationship between evaluation indicators and achieve the evaluation of teaching quality. Considering that the teaching evaluation is influenced by many factors, the Genetic Algorithm back propagation (GA-BP) neural network algorithm is chosen for the solution model construction of the preschool teacher teaching quality. The entropy method chosen for the data calculation is to complete the preschool teaching quality evaluation. In the mean square error test for solving the model, the improved GA-BP model converged after 40 iterations with the model convergence speed increased by 34.65%. In the evaluation and prediction of preschool teacher indicators, the improved GA-BP model accurately evaluated the teacher classroom teaching indicators. In sample 3, sample 6, and sample 9, the improved GA-BP model scored 91, 89, and 88 points, respectively, close to the true scoring results. The improved model’s accuracy was high as 90% in teacher skills, personality charm, and academic research evaluation. The improved model also effected better in the application of the preschool teaching quality evaluation. The application effect of this model in teaching effectiveness evaluation and teacher quality evaluation is good, providing valuable reference for the establishment of early childhood education evaluation system.

Creation of Deep Learning Scenarios in the Network Teaching of Physical Education Technical Courses

The network teaching evaluation of sports professional technical courses has positive significance for the sustainable development of education. And how to establish an effective evaluation model is the key part. The research introduces the creation of in-depth learning scenarios (LS) into the network teaching of sports professional technical courses, and then constructs a new network teaching mode of sports professional technical courses. The Particle Swarm Optimization algorithm - Attention- Long Short-Term Memory network (PSO-Attention-LSTM) Chinese Emotion Classification Model (ECM) is constructed to classify the online evaluation text to realize the evaluation of online teaching. This model combines the improved PSO, Attention and LSTM classification models. The optimal number of hidden layer nodes for LSTM model is about 100, and the optimal data size for batch processing is 25. The overall error rate of online teaching teachers of male and female sports professional skill courses is 10.1%, and the overall error rate of online teaching teachers of general and advanced sports professional skill courses is 12.8%. The application effect of the creation of in-depth learning scene in the network teaching of physical education technical courses is shown. When the classification threshold is 0.6 and 0.8 respectively, the AUC of PSO-Attention-LSTM Chinese ECM is 0.821 and 0.809 respectively. The research institute has put forward that the online teaching platform of sports professional technical courses has extremely high practical application value and has been unanimously praised by network users.

Exploring Innovation in the Development of Teaching Aids among Prospective Teachers for the Implementation of Assessment of Reading Skills

The use of teaching aids during the teaching and learning process (T&L) is very important for teachers to ensure that the delivery of information related to the subjects taught is more clear, systematic and can be followed by students better. Educators of the 21st century are advised to innovate in developing teaching aids to improve in the Malay language skills continuously as contained in the Malaysian Education Development Plan (PPPM) 2013-2025. The research question of this study is i) what kind of teaching aids are developed by prospective teachers in teaching and learning Malay language?, ii) what is the challenge of developing innovative teaching aids among prospective teachers for teaching and learning the Malay language, and iii) what are the skills of innovation in the development of teaching aids among prospective teachers for teaching and learning the Malay language?. The qualitative survey involved a total of seven prospective Malay Language teachers. The results of the study through interviews and observations found that the development of teaching aids showed that the participants have high skills and knowledge, the participants have creative and innovative skills by combining various materials, can move the T&L process more effectively in developing teaching aids for Malay language and Malay literature. The results of teaching aids innovations that they develop help students to easily understand the topics taught in class. The diversity in the selection of teaching aids in this study can be applied to other subjects in future studies.