Teaching Styles Of Teachers Research Articles

Pengaruh Motivasi Berprestasi dan Gaya Mengajar Guru Terhadap Prestasi Belajar Dalam Pembelajaran Ekonomi

This study aims to determine the effect of achievement motivation and teacher teaching style on learning achievement, determine the effect of achievement motivation on learning achievement, and determine the effect of teacher teaching style on learning achievement. The sample of this study were 92 students of class XI IPS SMAN 2 Pariaman. data collection using questionnaires and documentation. The data analysis technique used multiple regression analysis, f test, t test and R2. Based on the hypothesis t test, it can be concluded that there is a significant effect between achievement motivation and teacher teaching style on learning achievement. there is an influence of achievement motivation on learning achievement and there is an influence of teacher teaching style on student achievement. The variable of achievement motivation and teaching style of teachers has an influence of 51%, while 49% is influenced by other variables. Keywords : achievement motivation, teacher teaching style

Análisis teórico de los estilos de enseñanza y propuesta de instrumento para su medición en el nivel superior

The dynamics of complex processes of change, transformation or social readjustment constitute essential features that characterize the contemporary world, in this context, education is structured around four basic pillars that today's society demands: learning to know, learning to do, learning to live together and learn to be. It is worth mentioning that there is a problem of desertion and failure at the higher level, this situation is worrying and it is possible that it is related to the teaching styles of the teacher. Therefore, it will be necessary to carry out the present investigation since it could serve as a basis for later studies that allow in turn to identify the relationship of the teacher's teaching styles with the failure rates, for this an instrument is necessary that validates said assumption.

Influence of high-stakes tests on teaching styles of science teachers in senior secondary schools in Nigeria

The problem of teaching styles of teachers in the science arm of secondary schools in Nigeria has been a subject of concern and discuss. Many studies have been carried out to investigate factors that affect teaching styles but very few have considered the role of high-stakes tests. This study, therefore, investigated the influence of high-stakes tests on the teaching styles of science teachers in senior secondary schools in Nigeria. Two research questions were raised and answered, and three hypotheses were formulated and tested to guide the study at a .05 level of significance. The study used a descriptive research design. A sample of 6349 students and teachers was utilized for the study. The research instrument used for data collection was the questionnaire titled: High-stakes and Teaching Styles Questionnaire (HSTSQ). The instrument was subjected to face and content validity; Cronbach Alpha reliability analysis yielded a 0.84 coefficient. The data collected were analyzed using descriptive statistics, multiple regression and independent t-test statistics. The results using multiple regression revealed that significant influence exists for the independent variable (high-stakes tests, r = 0.408, p < 0.05). The mean difference in the opinions of the respondents regarding high-stakes tests was higher for teachers (X̅ = 53.63, SD = 6.77) than students (X̅ = 52.8904, SD = 7.55), t(6347) = -2.704, p > 0.05, F = 1.322, p = .250), and there was a significant difference. In conclusion, high-stakes test factors have a significant influence on the teaching styles of teachers. Therefore, it is recommended among others, that teachers and educators should pay attention to the effects of high-stakes testing in their schools.

Urgensi Mutu pada Lembaga Pendidikan

Many educational institutions understand the scope of the quality of education; however, the implementation is still not optimal, even the quality of education is not considered important and useful for improving an educational institution. Therefore, the aim of this research is to provide views and concepts to managers of educational institutions so that they can think and be able to apply the quality of education properly so that the achievement of the vision and mission is effective. The method used is a literature review by examining scientific studies and research related to the quality of education. So that this research can be concluded that 1) The quality of education is a level of standardization that become a benchmark for managing educational institutions so that the goals can be achieved effectively and able to be a bridge to the success of educational institutions. 2) The educational quality instruments that must be met by educational institutions are to prioritize more transparent processes and professional both regarding students, staff, and the provision of learning infrastructure that is a necessity in improving the institution education. 3) Quality problems in educational institutions are characterized by the teaching style of teachers that are still traditional and educational facilities are still not optimal, so it needs evaluation for improvements to support quality education and there must be periodic changes both in the process, the suitability of educators and learning tools as well as more adequate facilities and infrastructure.

Pengaruh Gaya Mengajar Guru dan Pengelolaan Kelas Terhadap Motivasi Belajar Siswa SMA Negeri 11 Tana Toraja

This study aims to determine: (1) the effect of teacher teaching style and classroom management simultaneously on the learning motivation of class XI students at SMA Negeri 11 Tana Toraja, (2) the influence of teacher teaching style and classroom management partially on the learning motivation of class XI students in SMA Negeri 11 Tana Toraja, (3) which variable between teacher teaching style and class management has a dominant influence on the learning motivation of class XI students at SMA Negeri 11 Tana Toraja. The sampling technique used was saturated sampling technique. Collecting data using observation and questionnaires. Data analysis was carried out with data validity, classical assumption test and hypothesis testing. Based on the results of data analysis obtained a coefficient of determination of 56.3%. The coefficient of teacher teaching style is 42.1%. The class management coefficient is 51.0%. Teacher teaching style and classroom management simultaneously have a positive and significant effect on student learning motivation with a significance value of < 0.001 < 0.05, teacher teaching style and classroom management partially have a positive and significant effect on student learning motivation with a significance value of 0.021 < 0.05 and 0.001 < 0.05.

EFEKTIVITAS GAYA MENGAJAR INTERAKSIONAL TERHADAP MINAT BELAJAR SISWA KELAS VI SD MUHAMMADIYAH 1 TEGAL

Education is a lifelong process and the embodiment of self-formation as a whole. The development of potential for fulfilling human commitments as individuals, as social beings, and as creatures of God. The purpose of this study is to find out how the teacher's teaching style is, how the students' interest in learning is, and to find out the influence between the teacher's teaching style and the student's attention to learning at SD Muhammadiyah 1 Tegal. This research is qualitative research. This research is true experimental research using a qualitative approach. The results showed that the teacher had a learning method to impart knowledge from a religious and social perspective, and train students to be independent and responsible. Face-to-face learning was temporarily suspended due to the Covid-19 pandemic, so the teacher's interactional teaching style used the Zoom and Whatsapp learning media. Learning interests vary from student to student, and the teacher's assignment is to provide learning stimulus in the form of motivation and encouraging students. The interactional teaching style is related to students' interest in learning because a good teaching style makes students easy to be interested in and understand the material presented by the teacher

Model for The Development of Basic Values of Science and Environmental Awareness Through The Potential of Teachers' Teaching Styles, Learning Styles and Students' Thinking Styles at The First Middle School in Cirebon City

Until now, teachers have not focused on developing basic science values, scientific thinking styles and environmental awareness of students in schools. Teachers in schools are preoccupied with pursuing curriculum targets for cognitive academic achievement. So the indicator of student success is measured only by academic achievement. Meanwhile, critical thinking skills, creative, innovative and students' awareness of the environment are rarely measured as learning outcomes. In the science education curriculum at LPTKs, this learning achievement has not been clearly defined. The purpose of this study is to examine the model of developing basic science values and environmental awareness through the teaching style of teachers, learning styles and thinking styles of junior high school students in Cirebon City. The research method used is the mix method. Samples were taken purposively and simple random from junior high school students who were the research targets. Data collection techniques were carried out by observation, in-depth interviews with teachers and tests on class VIII students using thinking skills test instruments and questionnaires. The results showed that the teacher's teaching style became a mental model for students in building thinking patterns, developing basic science values, and students' awareness of the surrounding environment. The science education curriculum in the LPTK environment needs to be reviewed, especially regarding the learning outcomes for the competence of prospective science teachers related to the competence to teach thinking skills and students' awareness.

Error reduction strategies in composition writing and teaching styles of language teachers in asist

This study determined the respondents' list of errors, as well as syntactic rules, lexical rules, mechanics, and the best writing strategies, such as modeled, guided, and independent writing, as well as their teachers' diverse teaching styles. For modeled writing, comma splice had 14 occurrences, while run-on had 0 instances, however for modeled writing, comma splice had 15 occurrences, while run-on sentences had 8 occurrences. Comma splice appeared 31 times in the independent writing, whereas run-on appeared 18 times. In modeled writing as for lexical rules, inconsistency of tense had the highest number of instances (47), whereas misused pronoun had the lowest number of occurrences (9). Still, in guided writing, inconsistency of tense has the largest frequency (50), followed by misused pronoun (eight). In independent writing, there were 32 instances of incorrect subject-verb agreement, but only two occurrences of misused prepositions. As to mechanics, for modeled writing, misspelling had 37 occurrences, while incorrect capitalization had 23 and incorrect punctuation had 21. Misspelling received 30 in guided writing, whereas incorrect capitalization received 7. Misspelling occurred 110 times in independent writing, whereas incorrect punctuation occurred 49 times. Although there was no significant difference in the errors made by respondents when creating compositions utilizing the various writing strategies—modeled, guided, and independent—there was a significant difference in syntactic rules and mechanics. For syntactic rules, modeled and independent writing have -.351 and guided and independent writing have -0.255, which are both greater than the index of 0.209. However, guided and independent writing had -0.452, which was higher than the mechanics index of 0.298. The facilitator had the highest frequency of three, while expert, formal authority, and delegator had the same two, and the personal model had only one. This suggests that the Laboratory High School language instructors place a premium on the teacher and student interactions personal aspect. A facilitator, according to Grasha (1995), directs and encourages students to ask questions, explore options, give alternatives, and encourage them to create criteria to make informed decisions. His ultimate purpose is to help them develop the ability to take initiative, behave independently, and be responsible. He consults with students on their projects and attempts to provide as much support and encouragement as possible. Furthermore, facilitator model teachers are more likely to focus on activities. This teaching method emphasizes student-centered learning, and students are given significantly greater responsibility for satisfying the needs of various learning tasks. Teachers frequently make activities for the group which requires active practicing, to solve problem and peer partnership. The personal model was the least popular of the teaching techniques employed by language instructors in their classes. Teachers who teach in a demonstrator or personal model style are more likely to provide teacher-centered lessons that emphasize demonstration and modeling. This sort of instructor serves students via a role model to display procedures and their skills as a guide or coach in assisting them to develop and apply the skills with a knowledge. The study concluded that independent writing can reduce errors in syntactic rules and mechanics but not in lexical rules. In addition, the facilitator as a language teacher's teaching style contributes to the decrease of syntactic rules and mechanics errors. Teachers should be encouraged to look into alternative error reduction writing strategies in order to acquire valuable feedback and use it for better and enhanced classroom instruction as a result of the findings and conclusions.

ANALISIS GAYA MENGAJAR GURU PADAMATA PELAJARAN AKIDAH AKHLAK DI MTs NURUL FURQOON BINJAI

This paper is entitled Analysis of Teacher's Teaching Style on Akidah Akhlak Subject at MTs Nurul Furqoon Binjai. 2021/2022. (2) To find out the obstacles faced by teachers in applying teaching styles to Akidah Akhlak subjects at MTs Nurul Furqoon Binjai TP. 2021/2022. (3) To find out the solutions made by the teacher in perfecting the teaching style of the Akidah Akhlak subject at MTs Nurul Furqoon Binjai TP. 2021/2022. This type of research is descriptive qualitative research. The subject of this research is the teacher of Akidah Akhlak in grade VII. Data collection techniques used are observation, interviews and documentation. The results showed that: (1) All teaching styles, both classical teaching styles, technological teaching styles, personalized teaching styles and interactional teaching styles have been used, but the most frequently used teaching style is interactional teaching style, because this teaching style is teacher and students play an active role and relate to the facts. (2) Obstacles faced by teachers are obstacles in conveying the material of moral aqidah and having to adjust the material and teaching style. (3) The solution made by the teacher is to take the initiative to master the four teaching styles, then adjust the material and teaching style to be used.

THE INTERDEPENDENCE BETWEEN PERCEIVED SELF-EFFICACY AND SELF-ASSESSMENT SKILLS OF ACADEMIC PROGRESS IN STUDENTS

Self-assessment in the school environment can be defined as the students’ ability to make valuable judgements about their own academic performance, either by reference to the teacher’s educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced by a number of internal and external psycho-pedagogical factors, including chronological age, motivation for learning, level of cognitive development, perceived self-efficacy, the teacher's teaching style, the social status of the student's family, their group affiliation, etc. Starting from this point, the purpose of the present research was the analysis of the students’ degree of awareness of the role of perceived self-efficacy in the formation of objective didactic self-evaluation skills. The research sample consisted of 108 students, currently attending the Psycho-Pedagogy and Methodology Study Program courses at the University of Oradea and Emanuel University of Oradea, Romania. The research methodology was targeted at requesting these students to self-assess their performance in a subject of the afore-stated study program, respectively administering a scale for measuring personal self-efficacy. The results showed that most of the students tended to either evaluate themselves objectively or under-evaluate themselves, against the backdrop of a high level of perceived self-efficacy, respectively of superior academic performance. Keywords: academic performance, didactic self-evaluation skills, perceived self-efficacy, self-image, teaching career

The emergence of boredom in an online language class: An ecological perspective

Although research into boredom has gained popularity in traditional, in-person English classes over the past few years, still little is known about this context-bound, aversive, and multifaceted emotion in other settings such as those prompted by the sudden COVID-19 outbreak. With this gap in mind, and given the situated nature of boredom, in this study we explored the emergence of boredom under the influence of different ecosystemic factors via the nested ecosystems models. In order to do so, we selected four intermediate-level learners to participate in this study. They took part in two semi-structured interviews, one at the start and one in the middle of the semester. The collected data were qualitatively analyzed and coded through MAXQDA (Version 2020), based on the nested ecosystems model. The findings provided evidence for the emergence of boredom under the influence of different ecosystemic factors. At the microsystem level, the following issues were identified: technological, teacher's teaching style, class control, participants and peers, the use of online tools, and class assignments and activities. At the mesosystemic level, the factors responsible for boredom included past and current learning experiences and home issues. Finally, at the exosystemic level they encompassed curriculum design, online platform problems and learners' literacy of using the online platform.

STUDENTS’ PERCEPTION OF BIOLOGY LEARNING AT KEPANJEN ISLAMIC SENIOR HIGH SCHOOL


 Biology is one of the subjects in the science specialization. Opinions from students stating that biology is the easiest subject among science specialization subjects. However, some students have difficulties studying biology for a variety of reasons, including the teacher's teaching style, the student's learning style, the students' unfavorable opinion of the course, and a lack of learning materials. This study aims to find out the student's perception of biology learning at Kepanjen Islamic senior high school. This study uses a descriptive quantitative approach. The sample in this study was class X students with the sampling technique carried out by proportioned stratified random sampling. Data collection techniques used in this study were questionnaires and interviews. The score from the questionnaire data is calculated by percentage statistics. The finding reveals that the perception of class X students on the implementation of the biology learning process as a whole is in enough category with a percentage of 79.17%. Of the five activities in the learning process, there are two categories, namely gathering information and communicating with ‘good,’ category, and those having ‘enough’ categories, namely observing, asking questions, and associating or processing information.

The Mediating Effect of Understanding Mathematics Classroom Instruction on The Relationship Between Teaching Styles of Teachers and Student Adjustment

The study determined the mediating effect of understanding mathematics classroom instruction on the relationship between teachers’ teaching styles and student adjustment among 400 second-year college students in the three components cities of Davao Del Norte, Philippines. A quantitative, non-experimental research design with correlational technique was applied. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that the levels of teaching styles of teachers and student adjustment were high and the level of understanding of mathematics classroom instruction is very high. There was a significant relationship between teaching styles of teachers and student adjustment, teaching styles of teachers and understanding mathematics classroom instruction, and understanding mathematics classroom instruction and student adjustment. Furthermore, the result of the medgraph using Sobel z-test of understanding mathematics classroom instruction on the relationship between teaching styles of teachers and student adjustment was significant but partial. Nevertheless, understanding mathematics classroom instruction aided teachers to adapt their teaching styles to help students adjust in a mathematics classroom.

THE RELATIONSHIP BETWEEN MADRASAH AND TEACHER LEARNING STYLE WITH ARABIC LEARNING OUTCOMES

The main problem in this study is the madarasah environment, namely the classrooms that do not match the number of students at MTs Negeri 1 Pasaman Barat. It causes the students undergo the teaching and learning process in the madrasah hall and in the library room, incomplete learning equipment, and the absence of student cooperatives. The monotonous teaching style results low student achievement, as there are teachers who are still not optimal in providing variations in teaching styles in the teaching and learning process. For this reason, researchers are interested in seeing the relationship between the madrasah and the teaching style of teachers on learning achievement in Arabic. This study used quantitative methods with a correlation research design and an ex post facto design approach. The sampling technique was stratified random sampling. While the data collection techniques used questionnaires and documentation. Data processing techniques using analysis requirements testing and hypothesis testing. The results showed that the madrasah had a significant relationship with Arabic learning achievement at MTs Negeri 1 Pasaman Barat, namely 22.8%, while 77.2% was influenced by other variables. The two teaching styles had significant relationship with Arabic learning achievement by 12.9%, while 87.1% were influenced by other variables, the three madrasah environments and teacher teaching styles jointly affect Arabic learning outcomes by 21.4% and 78.6% more influenced by other variables. Based on the results of multiple regression analysis, there was a relationship between the madrasah environment and the teaching style of teachers together on Arabic learning achievement where Fcount> Ftable is 4.439> 2.200, then statistically Ha was accepted and H0 was rejected.

The Influence of Teacher's Teaching Style on Learning Motivation of Grade 5 Elementary School Students

Teaching is an activity that has educational value. Educational values ​​color the interactions that occur between teachers and students. Motivation is the basic drive that moves a person to behave. This drive is in someone who moves him to do something according to the impulse in him. Teachers who can manage classes well so that they can motivate, provide teaching, and provide knowledge to students to equip students not only cognitively and psychomotorically but by prioritizing the affective or attitude or character of these students in the future as the nation's successors. The purpose of this study was to determine the effect of the teacher's teaching style on the learning motivation of the 5th grade MINU NGINGAS students. The form of this research is quantitative research, while the population members in this study are 5th grade students with a total of 94 students. The sample members in this study were 30 students who were randomly selected using the cluster random sampling technique. The data collection techniques used in the research are questionnaires as the main method, documentation as a supporting method.

Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales

This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teenagers mostly male in Grade 8. The teaching styles of the science teachers is of a formal authority and the learning styles of the students is generally visual. The academic performance in science is satisfactory. The teaching styles of the teachers was dependent on education, field of specialization, length of service. The learning styles of the students were not dependent significantly on their age and year level. The learning styles of the students were significantly dependent on teaching styles of their science teachers and the academic performance of the students significantly dependent on the teaching styles of the science teachers. The academic performance of students are significantly dependent on their learning styles. With these findings and conclusions follow up studies exploring other factors affecting the performance level of the students in Science is recommended as well as the effectiveness of the various teaching styles and learning styles to promote learning and better understanding in the subject must be conducted.

Teaching styles that favor motivation in students of basic secondary education

The article aims to reflect on the teaching styles that favor motivation in students of basic secondary education. The investigation assumes a documentary design; It is based on theoretical postulates to carry out the process of reflection, analysis and interpretation of the information. The findings obtained show that the teaching styles of teachers largely serve their personal convenience and to a lesser extent the group. This results in ignorance on the part of educators and learners about their way of teaching and learning, which directly affects the way in which motivation is present in the teaching and learning processes in schools.

The Role of Teacher's Teaching Style and Motivation in Improving Learning Outcomes of Islamic Religious Education at Sindangmulya 04 State Elementary School (SDN), Cibarusah

Students' interest in Islamic religious education (PAI) at SDN Sindangmulya is still very low; the results can see this of the PAI subject scores of students who are still below the target to be achieved. Lack of interest and motivation coupled with the teacher's one-way teaching style where the teacher is the center is one of the causes. Therefore, this study aims to determine the role of teacher motivation and teaching style in improving learning outcomes of Islamic Religious Education at SDN Sindangmulya 04 Cibarusah. The design used in this research is descriptive qualitative by using literature review as a source of research data. The study results showed that the teacher's teaching style, which included variations in movement, variations in voice, position changes, and the nature of the teaching, which was not only one-way, was proven to increase enthusiasm and interest in Islamic Religious Education subjects. While motivation, students here are also very important to cultivate positive habits outside of class hours, such as praying, greetings, etc.

Pengaruh Kompetensi Profesional dan Gaya Mengajar Guru Terhadap Hasil Belajar Pada Mata Pelajaran Ekonomi

The aims of the research are to analyze how much influence the professional competence and teaching style of teachers have on student learning outcomes in economic subjects. This study will examine quantitative methods with a sample of 158 students from three high schools in Driyorejo district using an error rate of 5%. The technique used to collect samples is a proportional stratified random sampling technique. There are stages in data analysis, namely the classical assumption test analysis, multiple linear regression analysis, t test and test the coefficient of determination. The results of this study were the professional competence and teaching style of teachers partially positive effect on student learning outcomes in economics subjects in high schools in Driyorejo district

The Effect of Teaching Style Variations on Student’s Learning Achievement at Sasmita Jaya Vocational School, South Tangerang

The goal to be achieved in this study is to determine the effect of teacher teaching style on student achievement at SMK Sasmita Jaya, South Tangerang. The time of the research takes place from December 2020 to April 2021. In improving education, of course, it is influenced by teaching and learning interactions during the learning process. The intended interaction is a reciprocal relationship between teachers and students in the teaching and learning process. This research method is an associative research using a quantitative approach. The subjects of this study were 75 students of class XI majoring in Marketing at SMK Sasmita Jaya, South Tangerang. While the sample used was 75 respondents using the saturated sample technique. Collecting data using interviews, questionnaires, documentation, and literature study. While the data analysis using Validity Test, Reliability Test, Simple Linear Regression, Correlation Coefficient, Coefficient of Determination and Significance Test. The results in this study indicate that the value of Y=16.948+0.550x. The results of the calculation of the correlation coefficient indicate that there are not examined in this study. From the results of the significant test calculation, it is known (4.282 > 1.993) then H0 is rejected and H1 is accepted, thus it is evident that there is a significant influence between teacher teaching styles on student achievement at SMK Sasmita Jaya, South Tangerang.