Understanding Of Teachers Research Articles

Navigating controversy and neutrality: pre-service teachers’ beliefs on teaching climate change

Teachers’ climate change knowledge, beliefs, and the controversy surrounding the topic influence their curricular decisions. However, there’s limited understanding of pre-service teachers’ competencies and beliefs to address controversial aspects. This qualitative interview study with nine pre-service teachers in Switzerland explores their perspectives across the audience segmentation groups of Global Warming’s Six Americas and their preparedness to teach controversial aspects. The thematic analysis revealed distinct differences. Teachers’ beliefs influenced their teaching intentions, avoiding bias and controversy. Factors like inadequate pedagogical and content knowledge, the controversial nature of the topic, and perceived pressure result in teachers adopting a neutral stance. Yet, the interpretations of ‘controversy’ and ‘neutrality’ vary individually and contextually. Climate change is often approached as a scientific issue, focusing on private sphere actions, neglecting critical discussions, and hampering transformative learning. These findings highlight the importance of recognizing diverse perspectives in addressing controversial aspects – with implications for teacher education.

Implementing learning analytics interventions to support student agency in knowledge building

ABSTRACT Research and development of Learning Analytics (LA) have created new ways to support students’ learning. However, our understanding of teachers’ roles when implementing LA in classroom practices remains nascent. This study investigates how teachers can implement LA to support students’ agency in directing their own inquiry, when engaging in a digital pedagogy approach known as Knowledge Building (KB) on an online platform called Knowledge Forum (KF). Together with a teacher experienced in KB and KF, we co-constructed interventions anchored on two easy-to-use LA tools in KF, the Scaffold Tracker and Word Cloud. These LA interventions were enacted with a Grade 5 class of 18 students and another Grade 6 class of 18 students. Three teacher roles were identified: detecting behaviour unproductive to collaboration, mediating between LA and student self-assessment, and framing student-generated lines of inquiry in actionable ways. We coded KF notes for the discourse moves they reflected and found that after the teacher implemented the LA interventions, notes that sustained inquiry increased sharply with students’ focus shifting from individual to collective knowledge and from superficial explanations to deep understandings. We discuss the implications of these findings on the development of ways to bridge LA research and practice.

Case Method: Strategy For Improving The Capability Of Developing Teaching Modules Towards Differentiation Learning

The Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia continues to strive for renewal and adaptation, including in the field of education. One way is by Implementing the Independent Curriculum (IKM). The IKM is an effort to catch up on learning losses due to the COVID-19 pandemic by returning school and local government authorities to manage their own education in accordance with conditions in their area. Even so, there are still many obstacles and confusion, especially for teachers in preparing for the learning process, one of which is in the education unit area of Semarang Regency. Teachers still do not optimally know the Learning Outcomes (CP), the formulation of Learning Objectives (TP), the preparation of Learning Objectives Flow (ATP) from Learning Objectives (TP), and the design of Teaching Modules. This service focuses on preparing differentiated teaching modules as a form of IKM acceleration. The method used is to conduct a workshop on preparing differentiated teaching modules based on the case method, followed by assistance in pre- and post-activity and program evaluation monitoring. This program targets partners, namely economics teachers, who are members of the Economics Subject Teacher Consultation (MGMP) throughout Semarang Regency. The results of this activity showed that teachers were very interested and able to improve the skills and understanding of teachers in preparing differentiated modules. The suggestion for this activity is that the relevant agencies always provide training in preparing differentiated teaching modules until all teachers follow, and in the future, it is hoped that the relevant parties and many universities will carry out evaluation training in the independent curriculum.

Roles of International Teachers in the Internationalization of Chinese Higher Education: A Comparative Perspective

In the context of economic globalization, cultural exchanges are becoming more and more frequent, and more and more international teachers come to China to teach. Using qualitative data collected from a university in Beijing, this study explored the international teachers’ roles perceived by school administrators, students, and international teachers in the internationalization of Chinese higher education. Results indicate that international teachers play an important role in promoting higher education internationalization in China by serving as the backbones of the teaching process. They also act as walking billboards of internationalization and bridges facilitating communication with international students. However, the cognitive differences between international teachers and students regarding teaching, coupled with administrators’ lack of understanding of international teachers’ professional needs, hinder the teachers from fulfilling their roles and seeking continuing development. This study provides a new analytical perspective on the role of international teachers, exploring their role from the perspectives of students, school administrators and international teachers themselves, presenting practical recommendations to enhance international teachers’ roles and providing suggestions such as cooperation model between international teachers and domestic teachers for future research, which may help managers of high education institutions to find the reason why they should introduce many international teachers and what kind of kind of teachers they should introduce to develop education internationalization.

The Role of High Schools in Central Kalimantan in Developing Islamic Religious Education for Adolescents: A Field Review in the Technological Era

In the era of rapidly developing technology, the adaptation of the Islamic Religious Education (PAI) paradigm is crucial to improve the values of religious education in adolescents. Digital transformation has affected the way adolescents access Islamic religious information and practices, triggering the need to reform the PAI paradigm to remain relevant and effective. The purpose of this study is to determine the Role of Senior High Schools (SMA) in Central Kalimantan in Developing Islamic Education for Adolescents. Field Overview in the Age of Technology. This research uses a descriptive method of analysis with a qualitative type. The results of this study show that one of the schools, Al-Khair Islamic High School in Central Kalimantan, displays a strong commitment in the development of Islamic religious education. This is evidenced by the number of students as many as 500 people and high teacher qualifications, this school provides great potential in providing quality Islamic religious education. The use of technology in learning, collaboration with religious institutions, and structured evaluation systems are concrete efforts made by schools. Despite challenges such as a lack of understanding of religious teachers' technology and limited internet access, Al-Khair Islamic High School has taken continuous improvement measures, such as technology training for religious teachers. Thus, this school shows seriousness in meeting the demands of the times and improving the quality of Islamic religious education for the younger generation in Central Kalimantan.

Productive Struggle as a Boundary Object between Co-Teachers in Grade 6 Mathematics Classrooms in the United States

Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice.

IMPLICATIONS OF COMMUNITY SERVICE: FINANCIAL STATEMENT PRESENTATION TRAINING FOR ACCOUNTING MGMP TEACHERS TANGERANG CITY

The purpose of this community service implication is to provide financial report presentation training for Tangerang City accounting MGMP teachers to increase knowledge and competency of financial accounting standards that apply in Indonesia. Implications of community service using direct experimental methods to determine the effectiveness of training. Collecting data through discussions and direct interviews to gain an understanding of teachers' perceptions and experiences. The results of this activity showed the success of increasing the knowledge and competence of teachers significantly. Teachers are more confident in teaching the presentation of financial reports in accordance with accounting standards applicable in Indonesia. An interactive and relevant teaching system provides broad knowledge and insight into the presentation of financial reports which is useful for teachers. Besides that, it improves practical skills that can be directly applied in teaching. The conclusion from the implications of this training, apart from increasing knowledge and competency for teachers, also contributes to improving the quality of accounting teaching and education in Tangerang City. The implications of training in presenting financial reports are very important to understand the use of accounting standards in Indonesia for industry.

Differentiated Learning: Teachers' Understanding of Sekolah Penggerak Program at Deli Serdang District North Sumatera

This research aims to describe the level of understanding of secondary school teachers in the Deli Serdang area regarding differentiated learning in the Independent Curriculum that applies in Indonesia. This research is quantitative survey research. Population: The subjects of this research were high school teachers in Deli Serdang Regency, totalling 366 people, with a sample of 216 people selected by random sampling. Data was collected through a survey using a closed questionnaire. The data analysis technique uses the Mann-Whitney test to see differences in teachers' understanding of differentiated learning in public and private schools participating in the Driving School Program. The research results show that the level of teacher understanding of differentiated learning in private schools is moderate, and the level of understanding of teachers in state schools is in the high category. Based on the Driving School Program, which does not differentiate between the status of public and private schools in funding and program assistance, differences in understanding occur due to several internal and external factors found in schools, such as principal leadership, teacher competency, and different teacher statuses in the two types of schools. In conclusion, the Mobilizing School Program provides the same treatment in public and private schools and has the same programs and assistance. However, teachers' understanding of learning varies, which certainly impacts the learning process and learning outcomes.

Crossroads in Mathematics Games: Integrating Indigenous and Exotic Games

In numerous countries and higher education institutions, the significance of indigenous games in mathematics education is highly recognized. Nonetheless, the increasing preference for exotic games has placed indigenous mathematics teachers in a challenging position. This research aimed to examine the awareness and understanding of mathematics teachers regarding indigenous games amidst this competition. Initially, the study employed a phenomenological approach, targeting 200 teachers but randomly selecting a sample of 70 for the quantitative phase. Subsequently, the qualitative phase involved in-depth interviews and observation checklists with five teachers to explore the issue further. The collected data was systematically coded and thematically analyzed, focusing on teachers' knowledge, misconceptions, and potential solutions. The findings revealed that some teachers had greater knowledge of indigenous games than exotic ones. Conversely, other teachers believed that exotic games facilitated faster learning outcomes. This divergence created a significant dilemma in choosing indigenous games for mathematics instruction. Despite the popularity of games like draft, playing cards, snake-and-ladder, and Ludo, the teachers ultimately recognized that Indigenous games such as biloo, bilore, gollaa, and mullaa provided superior learning outcomes. Therefore, stakeholders were recommended to revamp mathematics curricula to incorporate indigenous games more effectively.

The Role of Metacognition in Character Education: A Case Study on Students’ Moral and Ethical Formation Strategies

Character education is essential in shaping students’ morals and ethics. This study aims to examine the role of metacognition in character education through a comprehensive literature review. Metacognition, encompassing metacognitive knowledge and skills, enhances the effectiveness of character education by providing strategies such as self-reflection, goal setting, self-monitoring, and self-assessment. The research employs a literature review approach, selecting articles and studies from credible and relevant sources. Data analysis addresses the main question of how metacognitive strategies can be applied to shape students’ morals and ethics. Key findings indicate that metacognition significantly contributes to character education, although challenges such as limited teacher understanding and resource constraints persist. Identified opportunities include developing teacher training programs focused on metacognition and character education and the potential for improved student learning outcomes. This study concludes that integrating metacognition into character education not only enhances the formation of students’ morals and ethics but also offers practical strategies for implementation in schools. Practical recommendations and areas for further research are presented for ongoing development in this field.

Effectiveness of Implementing Inclusive Education: Challenges and Opportunities in Culturally Diverse Classrooms

Inclusive education has become a major focus in the global context to ensure equal access to education for all students, including those with special needs or from diverse cultural backgrounds. The purpose of this study is to evaluate the effectiveness of implementing inclusive education in culturally diverse classrooms, identify the challenges faced and explore the opportunities that exist. The methods used in this study involved a literature review and case analysis to understand the implementation of inclusive education and its impact on students' learning quality and social development. The results show that inclusive education improves learning quality and develops students' social skills and empathy. However, some key challenges were identified including a lack of teacher understanding and training, limited resources and social and cultural barriers. The implications of this study emphasize the importance of supportive policies, investment in educational technology and collaboration between the government, educational institutions and communities. With these measures, inclusive education can be implemented effectively, providing widespread benefits for all students and helping to build a more just and inclusive society.

Exploring teacher understanding of curriculum and assessment policy statement document implementation in South African schools

Preparing subject teachers for understanding and implementation of curriculum and Assessment policy statement in schools has become a concern in nations as a way to strive for excellence. Yet, there is a little known about the understanding of curriculum policy than its effectiveness in the school. This study explored teacher understanding of Curriculum and Assessment Policy Statement (CAPS) document implementation. The study employed a qualitative approach, utilizing a case study research design. The interpretivism paradigm was applied to gain an in-depth understanding secondary of teachers’ perspectives on the implementation of the CAPS. The population of the research study consisted of 100 teachers in Capricorn District, and the sample of this study consisted of ten (10) teachers who were selected using a convenient sampling technique. Data was collected using individual, semi-structured interviews and focus group interviews, and was analyzed using thematic data analysis method. The study concluded that internal and external workshops could serve the purpose of implementing the CAPS document in the classroom. In addition, movable resources, for better implementation of the CAPS document in the classroom. Lastly, for researchers, these findings may help with further research on strategies to be implemented in schools to encourage constant use of the CAPS document. The unique contribution of this article to existing research on the classroom implementation of CAPS guidelines is to address the gap identified by ineffectiveness of the subject policy to the secondary teaching.

Development of Android-Based Digital Teaching Materials Using Articulate Storyline 3 to Increase Student Motivation and Learning Outcomes in Natural and Social Science Subjects

Natural and Social Sciences (IPAS) is one of the main subjects at the elementary school level, where to achieve maximum results in learning IPAS, it requires active student involvement during learning activities. However, the low understanding of teachers about current technology makes it difficult for students to understand the subject matter due to the limited use of learning media. Therefore, researchers want to develop an android-based digital teaching material that can be used by students wherever they are and can be used repeatedly. Researchers used the Research and Development (RnD) research type using the ADDIE model. This study aims to produce android-based digital teaching materials assisted by articulate storyline 3 on the subject matter of IPAS material oh environment so damaged for Class V Elementary School with valid, practical and effective qualifications. The validation results of android-based digital teaching materials obtained a material validation percentage of 95% with very feasible qualifications, 75% media validation with feasible qualifications, and obtained practitioner validation of 100% with very feasible qualifications. The practicality of android-based digital teaching materials obtained a student response questionnaire percentage value of 88% with very good qualifications. The effectiveness of the media is reviewed from the results of students' pretests and postests with a medium N-gain value so that it can be concluded that android-based digital teaching materials are effective.

Teacher Misconceptions: A Phenomenon of the Lack of Knowledge in Science Subjects

Qualified teachers are a cornerstone of successful learning. This study aims to determine the understanding of teachers in elementary schools on the concept of photosynthesis in science subjects in elementary schools. This type of research is survey research. This survey was conducted on 29 elementary school teachers in South Tangerang. Sampling is done randomly (random). The instrument used is a concept statement instrument of 10 statements. The analysis that will be carried out is descriptive by looking at the percentage of misconception scores in each question item. The results showed that there were 3 question items that showed the highest level of misconceptions, with an error range of 86.2% on the presence of chlorophyll, 79.30% on the photosynthesis time item, also 72.4% on results of photosynthesis. The degree of moderate misconception is that 69.00% in statement items related to the role of light in photosynthesis and 62.10% on the photosynthetic product statement item, and. In addition to filling out questionnaires, interviews were also conducted to explore information on why the phenomenon of misconceptions can occur in teachers. The interview results showed that most of the teachers who were sampled for research and teaching science in elementary schools had different educational backgrounds (other than science) as much as 66.00%, 28.00% had science education backgrounds and 7.00% came from other educational backgrounds.

Science Environment Technology And Society Based For Disaster Mitigation

In facing the large number of disasters in Indonesia, efforts to reduce disaster risk have become a strong foundation for joint efforts. One of the disaster mitigation learning methods developed is the Science Environment Technology and Society (SETS) learning model. Therefore, this research aims to develop natural disaster learning tools with a SETS vision that are integrated in science subjects, implement disaster teaching materials with an integrated Science Environment Technology and Society vision in science subjects, increase the understanding and skills of teachers and students regarding concepts, principles and practicing self-rescue in the event of a natural disaster, and increasing collegiality between lecturers and teachers as well as between teachers in teaching disaster material to students. This multi-year development research (R&D) was carried out in collaboration with teachers in primary and secondary education. The research results are in the form of five learning model features such as: Syllabus, lesson plans, learning methods, teaching materials, as well as techniques and types of assessment developed including science material for grades IV, V, VI primary school and VII, VII, IX secondary school. The five features are packaged in a Guidebook for Teaching Natural Disasters Integrated in Science (for Teachers), a Textbook (for Students) and a supplement in the form of a cartoon comic. The dissemination results show that the learning tools developed are worthy of being given to students, and can increase students' understanding in recognizing and dealing with disaster.

Optimizing Assessment for Learning in Islamic Education through Authentic and Diagnostic Assessment : A Systematic Literature Review

This study aims to provide a comprehensive overview of research trends in authentic and diagnostic assessments, analyze the factors that influence their implementation and effectiveness, and the potential for optimizing both assessments to improve the quality of Islamic learning. Using the Systematic Literature Review method with Watase Uake and Publish or Perish tools, this study screened 825 articles according to PRISMA guidelines. After identifying, screening, and eligibility, 46 articles Scopus Indexed, Sinta 1, and Sinta 2 were selected for further mapping and thematic analysis. The results showed that 1) the main trends of the research were related to the integration of technology in both assessments through e-portfolios and eDia System; 2) factors affecting effectiveness included validity and reliability of instruments, simplification of trials and validation, and integration of technology, while the obstacles were dominated by the lack of understanding of teachers, the complexity of procedures, and limited resources and time; 3) optimization steps included comprehensive training for teachers, development and validation of instruments, provision of supporting facilities, as well as the need for technology integration to make Islamic learning more dynamic, efficient, holistic, and meaningful. This study can be a reference for educators and education managers to improve assessment practices in learning Islamic Religion so that it can effectively achieve the goals of holistic Islamic education.

Implementation of AI Chatbot as an Interactive Learning Medium on Accounting Lessons in SMK

The purpose of this research is to describe how the implementation of AI-based accounting learning Chatbot as well as any obstacles faced by teachers in class X SMK Batik 1 Surakarta major Financial Accounting and Institutions (AKL). This type of research is qualitative by using case study methods against students who will use AI Chatbot on accounting subjects. Research was conducted at SMK Batik 1 Surakarta. The subjects in this study are X-grade students and teachers in financial and institutional accounting. (AKL). Primary data is obtained from students who are going to use the Chatbot AI application and secondary data from previous research as a journal that matches the research topic. Data analysis techniques include data collection, data presentation, data reduction, and conclusion drawings. In this implementation effectively enhance the understanding and skills of students and teachers in the use of artificial intelligence technology. The use of AI Chatbot has the potential to enhance student engagement and expand the availability of diverse learning materials, while also facilitating the development of problem-solving and analytical skills among students. However, obstacles such as inadequate understanding, resource constraints, and effective integration into the learning process must be overcome. Given these issues, it is vital to build long-term collaboration and provide sustainable assistance between educational foundations, formal education institutions, and government agencies.

IMPLEMENTATION OF MERDEKA MANDIRI CURRICULUM CHANGES IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT UPT SMP NEGERI 2 GRESIK

The Merdeka Mandiri curriculum is the curriculum chosen by UPT SMP Negeri 2 Gresik to implement the independent curriculum initiated by the Minister of Education and Culture, Nadiem Makarim. This research aims to determine the design of the Merdeka Mandiri curriculum that has changed Islamic Religious Education learning and the implementation of the Merdeka Mandiri curriculum that has changed the learning of Islamic Religious Education, as well as evaluate the Merdeka Mandiri curriculum that has changed in the learning of Islamic Religious Education. To achieve the objectives of this research, qualitative research was the choice to reveal the implementation of the independent learning curriculum, especially in Islamic Religious Education learning with the method used to collect data: interviews, observations, and documentation. Meanwhile, the data analysis techniques used are data condensation, data presentation, and concluding. The results of the research are the design of the Merdeka Mandiri Curriculum Changes in Islamic Religious Education learning in accordance with the central learning outcomes and developed by teachers in charge of Islamic Religious Education through teaching modules, the implementation of the Merdeka Mandiri Changed Curriculum in Islamic Religious Education learning is carried out in accordance with the teacher's understanding and when there are problems in the process solutions were sought for learning together through MGMPS Islamic Religious Education and teacher meetings. Evaluation of the Merdeka Mandiri Changed Curriculum for Islamic Religious Education learning was carried out internally from UPT SMP Negeri 2 Gresik and externally from the Education supervisor at the end of the semester.

Penguatan kompetensi Guru SD melalui integrasi teknologi AR dan AI dalam pembelajaran

Currently, AI and AR-based technologies are beginning to be used in education, but their usage in Indonesia is not yet widespread. The community service program from PGSD UMS aims to improve the understanding of partner elementary school teachers regarding AI and AR-based learning media. Through workshops in December 2023 at six partner elementary schools, namely MIM PK Wirogunan, MIM Pucangan, SDN Makamhaji 03, MIM PK Kertonatan, SDM Plus Malangjiwan, and SDIT M Al Kautsar, participants were introduced to applications such as Word Wall, Math Game Time, Quizziz, Canva, Assembler Edu, Lumio, Live Worksheet, and Filter TikTok. Each workshop was attended by around 9 to 35 participants, with a total of 100 participants. Evaluation results showed a significant improvement in participants' understanding and skills in using these applications. In addition to technical improvement, teachers' pedagogical competence also increased, as seen from the implementation of technology in daily teaching, making it more interactive and effective. Follow-up mentoring sessions in March and April 2024 helped ensure optimal application of the technology. Overall, this program successfully enhanced teachers' competencies in utilizing AI and AR technologies for better learning.

Analisis Kesiapan Guru Dalam Menghadapi Tantangan Kurikulum Merdeka: Perspektif Guru Sekolah Dasar

The introduction of the Independent Curriculum brought substantial changes to Indonesia's educational landscape. The main challenge faced by elementary school teachers in implementing the Independent Curriculum is changing the traditional paradigm into a student-centred learning approach. The aim of this research is to provide insight into the level of readiness of elementary school teachers in facing the implementation of the Independent Curriculum and identify the challenges. This research also provides an understanding of teachers' perceptions of resource support as well as the factors and impacts on teacher readiness in implementing the Independent Curriculum. The data collection method in this research uses questionnaires and the research target is elementary school teachers. By conducting this research, respondents expressed the view that the impact of the Merdeka Curriculum was very positive on the learning process and this raised a sense of optimism about the future of education with the implementation of the Merdeka Curriculum.