Skills Of Teachers Research Articles

Exploring Arabic Diglossia in Learning Kalām: Bridging the Gap in Daily Communication

This study analyzes Arabic diglossia in terms of variety, context, and underlying factors in the teaching of speaking skills at the Markaz Arabiyah Pare institution in Kediri, focusing on the Akbarnas class program. The subjects of this research include students, speaking skills teachers, homeroom teachers, and the head of the curriculum. Using a qualitative descriptive method, data were collected through observation, interviews, and ethnographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion. The results indicate that formal language varieties dominate in the Akbarnas class program, complemented by non-formal language varieties to enhance students' linguistic skills. This diglossia is influenced by the language use system established at the institution and the experiences of Middle Eastern graduate teachers who are familiar with various forms of the Arabic language.

The Effects of Teacher's Competencies in the Application of Online Teaching and Learning on Students' Academic Stress, Learning Motivation, and Academic Achievement in Statistics Subject

Online learning may lead to several problems, causing academic stress that lowers student motivation. Thus, great instructor skills are needed to overcome challenges and automatically build a successful and efficient online learning process. The study examines how teacher competencies in four dimensions – Teacher’s technological pedagogical content knowledge (TPACK), teacher’s belief (TB), teacher’s self-efficacy (TSE), and teacher’s enthusiasm (TE) – affect students’ academic stress in the cognitive (CD), behavioral (BD), affective (AD), and physiological domains (PD), as well as learning motivation (SLM) and academic achievement (AA). The study uses multivariate regression analysis, the ordinal logistic regression, and the Structural Equation Model (SEM). Multivariate regression analysis is utilized to examine the effects partially and simultaneously of dependent and independent variables. The ordinal logistic regression is used for the same purpose but on the data with an ordinal scale; the final grade shows the AA variable. Whereas, SEM is used to investigate the relationship between complex variables. The sample retrieval technique is conducted using non-probabilistic sampling by the method of accidental sampling with 219 college students. Results show that TPACK, which is one dimension of a teacher’s competencies, negatively affects students’ academic stress, which is BD, AD, and PD. However, TPACK does not significantly affect CD. Adverse effects suggest increasing teacher’s competencies in integrating technology and pedagogies in the development of educational content, especially in online learning, and reducing or minimizing students’ academic stress. Besides that, TPACK also has a positive effect on SLM, and SLM in turn positively affects AA. On the other hand, the variable component of teachers’ competencies, such as TSE and TE, has a positive effect on CD. Likewise, CD positively affects AA, so indirectly, TSE and TE positively affect AA. Of every effect and relationship between independent and dependent variables studied, the variable to contribute most effectively to online learning is the TPACK variable. Keywords: online teaching, teacher’s competencies, student’s academic stress, student’s learning motivation, academic achievement, TPACK, SEM, multivariate regression, logistic ordinal regression

Analysis of personal competences in teachers: a systematic review

BackgroundThe relevance of teachers’ emotional and social competencies in education has been highlighted as they enable them to establish effective relationships, manage emotional situations and create positive learning environments. The absence of these competencies can lead to emotional exhaustion and negatively affect the classroom environment, thus stressing the need to strengthen these skills so that teaching professionals can adapt to the changing demands of the educational environment.ObjectiveThe primary aim of this paper is to analyze the existing programs for training socioemotional skills in teachers and evaluate their effectiveness. To achieve this, a systematic review of the literature is conducted, focusing on the empirical research existing to date that promotes and enhances these skills through intervention programs.MethodsA literature search was performed using the electronic databases Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were eligible for inclusion in this review if they investigated the effectiveness of interventions and training protocols for enhancing personal competencies of a sample of participants composed of teachers.ResultsActivities aimed at strengthening personal competencies in teachers tend to have a positive impact on areas such as job satisfaction, professional commitment, emotional management, and stress reduction, which has a favorable impact on students. However, the effectiveness of these interventions may vary depending on the design of the study and the individual characteristics of the participants.ConclusionThe importance of training educators in personal and emotional skills is highlighted, due to its feasibility and the benefits it implies for both educators and students. Valuable insights for future practices, emphasizing the need for continuous training, digital technologies, mentoring, and holistic well-being to improve educational quality and job satisfaction for teachers are provided.

Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives

Teachers need to be well-equipped to work with diverse groups of students from various linguistic backgrounds. Following the PRISMA guidelines, this systematic review analyzed international empirical research on interventions aiming at preparing secondary pre-service teachers for teaching linguistically diverse students. The dataset includes papers from 2012 to 2022 retrieved through the electronic databases ERIC, Education Source, and Scopus. The goal of this review was twofold, namely (1) to investigate how interventions contribute to the development of strategies and skills for teaching linguistically diverse students and (2) to analyze which of the identified interventions considered aspects of intersectionality and, more specifically, in what sense. Multiple intervention strategies, such as assessment tools, self-inquiry, or practice experiences, were found. Regarding the targeted skills of pre-service teachers, this review identified the emerging themes of Methods and Instruction, Critical and Reflective Thinking, as well as Linguistic Awareness. While the term intersectionality was hardly used explicitly, several studies implicitly addressed intersectional matters. Single-issue approaches, which considered multiple diversity referents in an additive rather than an interconnected way, occurred most frequently. This review underlines the need for interventions in teacher education that are based on a broader understanding of linguistic diversity and emphasizes the importance of employing critical and intersectional perspectives.

Basic Education in the Era of Society 5.0: Opportunities and Challenges

In the context of technology integration in basic education in the Society 5.0 era, this research aims to explore the challenges, opportunities and impact on the curriculum, the role of teachers and the learning process. Through a qualitative literature study approach, we analyzed academic literature to understand how technology can influence curriculum development that is responsive to 21st century skills, the changing role of teachers as facilitators of digital learning, and the implementation of technology in interactive learning such as e-learning and game-based learning . The findings highlight the need for developing digital skills for teachers, as well as challenges related to technology accessibility and the digital divide among students. In conclusion, the integration of technology in basic education offers significant opportunities to improve the quality of learning, but requires cross-sector collaboration to ensure that all students can access technology equally to achieve inclusive and relevant education.

Pemanfataan Aplikasi Canva Sebagai Media Desain Promosi Produk Bagi Guru SDN 18 Kampung Durian

The community service program titled "Utilization of Canva Application as a Promotional Design Media for Teachers of SDN 18 Kampung Durian" aims to enhance the graphic design skills of teachers through intensive training using the Canva application. This program was implemented to address the challenges faced by teachers in promoting their side business products and creating engaging teaching materials. Through lectures, discussions, Q&A sessions, and intensive mentoring, the program successfully improved the technical abilities of the teachers in using Canva. Evaluation results show that 85% of the teachers feel more confident and capable of producing more professional designs. This program also positively impacted the quality of school promotional materials and the teachers' side businesses, as well as increased their technological literacy and creativity. In conclusion, this training successfully achieved its goals and made a positive contribution to enhancing the quality of education and economic welfare of the teachers at SDN 18 Kampung Durian.

Menumbuhkan Budaya Menulis melalui Pelatihan Artikel Ilmiah di Kalangan Guru Madrasah Ibtidaiyah Swasta Darul Dakwah wal-Irsyad Lapeo, Sulawesi Barat

<p><em>The role of teachers in the world of education is crucial in developing student's collaborative intelligence. The ability to write scientific articles can help teachers contribute more to disseminating their knowledge and experience. This program is designed to improve teacher's skills in writing scientific articles through the introduction of basic concepts and effective writing practices. The participants in this program are 14 teachers from Madrasah Ibtidaiyah Swasta Darul Dakwah wal-Irsyad Lapeo (MIS DDI Lapeo). The method of this program consists of the theory session and the practice session. The theory session discusses the basic elements of scientific writing, including article structure, use of references, writing ethics, and good writing techniques. Furthermore, practical sessions provide opportunities for teachers from MIS DDI Lapeo to apply the knowledge they have gained with direct guidance. Program evaluation is carried out through pre-tests and post-tests to measure the increase in participant's understanding and skills. Through this activity, teachers from MIS DDI Lapeo experienced an improvement in understanding scientific writing, as well as an enhancement in practical skills in structuring and writing high-quality scientific articles</em><em>.</em></p>

Equipping Civil Technology Teachers with Hands-On Skills and Educational Resources for Effective Teaching of Practical Lessons

Continuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge’s qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.

Physical education teacher skills in preparing HOTS lesson plans and their contribution to teaching performance

Background: Higher-order thinking skills (HOTS) are 21st-century thinking skills needed by students to survive the demands of the current era. However, the problem is that teachers often do not optimally include HOTS in the lesson plan and the implementation of learning. Research Objective: This study aimed to investigate the relationship between the teacher's skill in preparing HOTS lesson plans and the teacher's performance in applying them to physical education. Methods: This type of research is correlational using two research variables: the teacher's skills in preparing HOTS lesson plans and teaching performance. The participants were 28 physical education teachers (men = 21, women = 7) who participated in the Teacher Professional Education Programme at Universitas Negeri Padang in 2022. The HOTS lesson plan data and teacher teaching videos were taken from the documented performance test results (PDF files and teaching videos). Data analysis used regression with the help of SPSS version 25. Findings/Results: The results showed that α < 0.05 (0.007) with a regression value of 2.923 means that the teacher's skills in preparing HOTS lesson plans are positively determined by their performance in teaching HOTS to students. The contribution made by the teacher's ability to prepare HOTS lesson plans to teacher teaching performance is 24.70%. Conclusion: Teachers who can prepare a good HOTS lesson plan can provide a guarantee for their HOTS teaching performance. Thus, the more detailed the teacher formulates the goals, objectives, activities, media, and HOTS assessments, the more it helps them determine their teaching performance that encourages their students' HOTS.

Design for the development of a comdyslexic model of inclusive education for dyslexic students

The aim of this study is to obtain expert agreement on the requirements of the main components, the elements within the main components, and the order of priority of the main components for each construct in the design and development of the Comdyslexic model of inclusive education for dyslexic students. In this study, the Fuzzy Delphi method, using seven Likert scales, was employed to gather 19 experts in the field of special education as respondents. The research questionnaire comprises 42 items related to the design and development of the Comdyslexic model, which is divided into three components: the level of teacher knowledge, the teacher's skills and experience, and the level of teacher understanding. Data were analyzed using fuzzy triangle numbering (Triangular Fuzzy Numbers), and the ranking of each variable was determined using the Defuzzification Process. The findings of the study indicate that expert feedback and consensus regarding the elements in the main components of the Comdyslexic model are at a good level. The overall results of the study, through expert consensus, are over 75%, with a threshold value (d) < 0.2 and α-cut over 0.5. Overall, this study is expected to provide benefits and guidance to special education teachers. The presence of the main elements and components in the model is anticipated to have a positive impact on special education teachers in terms of the level of mastery, knowledge, and awareness of the Inclusive Education Program (IEP). The IEP is considered a good long-term strategy to improve the education level of special needs students in our country.

ChatGPT를 활용한 하브루타 수업의 효과

Purpose: The purpose of this study was to examine whether Havruta classes using ChatGPT are effective in enhancing the creative problem-solving and critical thinking skills of pre-infant teachers, and to explore the direction of teaching and learning methods for pre-service teachers to improve future education capabilities. Methods: The subjects of this study were twent-two second graders who are taking early childhood curriculum classes at E University. Havruta classes using ChatGPT were operated for twelve weeks, excluding the first week orientation, midterm and final exams. In order to confirm the effectiveness of classes for pre-infant teachers, creative problem-solving and critical thinking skills were checked before and after, and then analyzed through a paired-sample t-test. Results: First, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving creative problem-solving skills. Second, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving critical thinking skills. Conclusion: It was confirmed that Havruta and classes using ChatGPT were meaningful as teaching and learning methods for pre-child teachers for future education.

Investigation Of the Relationship Between Pre-Service Teachers' Psychological Capital Levels and Emotional Communication Skills

The aim of the study is to investigate the relationship between the psychological capital levels and emotional communication skills of prospective teachers in terms of sports activities and various variables. In line with this purpose, the study was conducted with the participation of students (312 teacher candidates) from Kazım Karabekir Faculty of Education at Atatürk University, based on ethical approval and voluntary participation principles. The data collection instruments included a personal information form prepared by the researchers, a psychological capital scale, and a communication skills scale, all gathered through a questionnaire. The collected data were analyzed using the SPSS 25.0 program. As a result of the statistical analyses, it was found that there were differences in the participants' engagement in sports activities and types of sports activities in the sub-dimensions of the psychological capital scale. However, no significant relationship was found between the sub-dimensions of the psychological capital scale and the sub-dimension of the communication skills scale.

Transformasi Kompetensi Profesional Guru Melalui Supervisi Akademik Model Artistik di Kabupaten Pidie

Purpose – The purpose of this research is to determine how to enhance the professional skills of teachers at SDN Keune, Pidie Regency, through the application of an artistic model in academic supervision, as observed in teachers' abilities to develop lesson plans/modules and conduct teaching.Method – The research method applied is School Action Research (SAR), aimed at addressing issues related to teachers' abilities in developing lesson plans/modules, conducting teaching, and their professional competencies which are still low within the school environment, while simultaneously seeking solutions to resolve them. Three teachers were selected as research subjects due to their relatively low professional competency levels, with an average professional competency score of 62.44. The selected teachers are from grades II, IV, and V at SDN Keune, Pidie Regency. This research follows a four-stage cycle: planning, action, observation, and reflection.Findings – The artistic model of academic supervision effectively improved teachers' professional competence. Initially, lesson plans/modules were inadequate, scoring 70.83 in Cycle I and improving to 86.11 in Cycle II. Teacher performance in lesson delivery scored 73.81 in Cycle I, rising to 86.90 in Cycle II. Professional competence increased from 71.67 in Cycle I to 88.33 in Cycle II. Research Implications – School supervisors play a crucial role in enhancing teachers' professional competencies through academic supervision. However, this study is limited in its applicability beyond SDN Keune and may be influenced by the researcher's biases in interpreting qualitative data and observations. Additionally, the focus on a small number of teachers limits the generalizability of the findings. Future research should consider a larger sample size and a more diverse range of schools to validate and expand upon these findings.

Peer Assessment to improve the Pronunciation of Sibilant Sequences in English at the University Level

Phonetics plays a crucial role in the instruction of future English language teachers. Even more so when it comes to identifying and correcting pronunciation errors through Peer Assessment. The objective of this research was to identify segmental mispronunciation sequences among Ecuadorian university students. Using Demirezen's Auditory Articulation Model, the research focused on discovering pronunciation errors. The study was designed as action research with a quasi-experimental approach, incorporating a pre/post-test, a pronunciation validation sheet and a structured interview. The results reveal a significant improvement in phonetic performance. In addition, word intelligibility was affected by the incorrect concretization of the sibilant phonemes in English, for which a correction phase was intervened. Finally, the effectiveness of peer assessment in improving the pronunciation and speaking skills of English teachers was reaffirmed.

Investigation of the Relationships between E-Learning Styles, Educational Technology Self-Efficacy Perceptions and Problem-Solving Skills of Pre-Service Elementary Mathematics Teachers'

This study aims to determine the relationship between pre-service elementary mathematics teachers' e-learning styles, educational technology self-efficacy perceptions, and problem-solving skills. The sample of the study, in which the relational screening model was used, consists of 150 pre-service teachers studying in a state university's elementary mathematics teaching department. Of the participants, 68% (n=102) were female and 32% (n=48) were male. Data collection tools, e-learning styles, education technology self-efficacy, and measurement tools consisting of non-routine problems were used to determine problem-solving skills and an information form. Pearson product-moment correlation technique and multiple linear regression analysis were used to analyze the data set. According to the study's findings, significant relationships were determined between the sub-dimensions of e-learning styles, education technology self-efficacy, and problem-solving skills. Predictive variables consisting of sub-dimensions of e-learning styles and education technology self-efficacy explained 36% of the variance of the problem-solving skill. At the same time, audio-visual learning, verbal learning, active learning, logical learning, modeling digital-age work and learning, designing and developing digital-age learning experiences and assessments, and engaging in professional growth and leadership variables were effective in problem-solving. Finally, according to the findings, some suggestions are presented.

Development for Teacher’s 21st-Century Skills Enhancement into Effective Practices

This research used the Research and Development (R&D) methodology, which has research steps in the form of R1D1...R2D2...RiDi to get an educational innovation called “Online Self-Training Program to Development for Teacher’s 21st-Century Skills Enhancement into Effective Practices” that is effective. It is an educational innovation with certified research results that can be used and disseminated to benefit development in schools that are the target population on a large scale. The online self–training program consisted of 2 projects: 1) Development Project for Teachers’ Learning with six self-training modules used to develop teachers; and 2) The Project for Teachers to Bring Learning Outcomes into Practice with Students with one self-training module to be used as a guideline for teachers. The results of the experimental research in the first project revealed that among the experimental group of 17 teachers, the learning outcomes had met the standard of the 90/90 criteria. Moreover, the average test scores after the experiment had been significantly higher than before the experiment, according to statistical analysis. In the experimental research of the second project, it was found that among the 510 students involved in the experiment, the average scores from the assessment of perception towards teachers' practices had been significantly higher after the experiment compared to before the experiment. It was found that the research results aligned with the pre-determined research hypotheses, indicating the effectiveness of educational innovations resulting from the research. These findings can be utilized to enhance and cultivate 21st-century skills for teachers in the targeted schools, demonstrating the potential for future research dissemination and application.

Psycho-Didactic Dimensions of Various Opening and Closing Surahs of the Al-Qurán and Their Implementation in PAI Learning in Madrasas

Education is a complex and dynamic process that aims to shape individuals with character and broad knowledge. In the educational process, teachers play a central role in guiding and leading students to achieve learning objectives. One of the important aspects of learning is the teacher's skill in opening and closing lessons. This skill is very important to attract students' attention, motivate them to learn, and help them understand the lesson material better. The Quran, as a guide for Muslims, has values that can be applied in various aspects of life, including in the field of education. Various openings and closings of Quranic surah contain psycho-didactic dimensions that can be applied to improve the quality of learning. This study aims to examine the psycho-didactic dimensions in various openings and closings of Quranic surah and their implementation in opening and closing lesson skills. This study uses qualitative and quantitative methods. Qualitative methods are used to find classifications of various openings and closings of Quranic surah and to analyze the psycho-didactic dimensions in various openings and closings of Quranic surah, while quantitative methods are used to analyze the implementation of psycho-didactic dimensions in opening and closing lesson skills. Data were collected through questionnaires, observations, interviews, and documentation. The results of the study show that various openings and closings of the Quranic surah contain psycho-didactic dimensions, especially affective and psychomotor dimensions. The implementation of psycho-didactic dimensions in opening and closing lesson skills shows positive results. Students are more motivated and enthusiastic in participating in learning and have a better understanding of the lesson material. The psycho-didactic dimensions in various openings and closings of Quranic surah can be applied to improve the quality of learning. The implementation of psycho-didactic dimensions in opening and closing lesson skills has proven to be effective in increasing interest, motivation, and enthusiasm.

Pemberdayaan Guru Sekolah Mengenai Keselamatan Berlalu Lintas

The behavior of drivers in the Tegal City school community often violates traffic rules because they do not understand and are not aware of traffic safety. Increased knowledge, understanding, awareness and skills of teachers regarding traffic safety need to be increased and empowered more massively. Empowering school teachers regarding traffic safety includes 4 stages (preparation, initial test, community empowerment, and final test) with traffic safety community results. 240 PAUD/TK/RA, SD/MI, SMP/MTs, and SMA/SMK/MA teachers as participants for 2 days with 7 topics. The majority of participants consisted of bachelor's degrees (89.6%), women (55.8%), ages 36-46 (35%), and PAUD teachers (25.8%). The initial test for 7 topics is still between 20%. Activities on the first day are stages 1-4 and on the second day stages 5-7. The final test of 7 topics is above 75%. 7 topics had an increase of more than 55%. Increasing school teachers' knowledge has an impact on imparting knowledge to students about traffic safety which can be a step to reduce the occurrence of accidents on the road.

Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana

This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.

IMPLEMENTATION OF ACTIVE LEARNING METHODS IN INCREASING STUDENT INTEREST AND UNDERSTANDING IN HISTORY LESSONS AT SMAN 14 MEDAN

This research aims to explore and analyze the implementation of active learning methods in increasing students' interest and understanding in history lessons at SMAN 14 Medan. Active learning methods are used as the main approach to presenting historical material to students. Research was conducted by collecting qualitative and quantitative data from students involved in the active learning process. The research results show that the implementation of active learning methods is effective in increasing students' interest in history lessons and increasing their understanding of the material being taught. These findings underline the importance of using interactive and participation-based learning methods to strengthen the learning process in schools. The implications of this research provide a basis for the development of more effective learning strategies in the context of history learning in high schools. However, the implementation of active learning methods depends not only on the type of activity carried out but also on the teacher's pedagogical skills in designing and implementing interactive learning. Therefore, continued support for developing teacher skills in using active learning methods is the key to success in improving the quality of history learning at SMAN 14 Medan. Thus, this research provides a valuable contribution to our understanding of the importance of active learning methods in increasing students' interest in and understanding of history lessons. Continuous efforts are needed to expand the use of these methods and overcome challenges that may arise in their implementation, so as to create more meaningful and valuable learning experiences for students in understanding their historical heritage.