Teaching Styles Of Teachers Research Articles

Examining Autonomy in Teaching and Job Satisfaction among Learning Facilitators

Teaching autonomy has become an important factor in the modern context of an educational institution. Teachers are becoming more and more interactive with students, especially in managing students' educational work. A teacher's teaching style depends greatly on the environment and the decisions they can make independently. Teachers can work without restriction or fear. This study took place at a private Dominican Catholic school in the Philippines. The teachers of this educational institution are called learning facilitators because the school believes in the supporting role of teachers in the teaching and learning process. Learning facilitators can teach in their preferred method if they have enough autonomy to do so. Independence in the classroom can create more opportunities for instructors to teach lessons more expressively. In this way, instructors can enthusiastically carry out educational activities that will make students more satisfied. Student satisfaction in today's society is clearly very important. Their learning strategies are dynamic and dependent on the environment.

Determinants of Social Studies Curriculum Implementation by Teachers with Intellectual Disabilities in Selected Schools of Calabar South Local Government Area of Cross River State, Nigeria: Implication for Psychology

Teachers with intellectual disabilities frequently have cognitive processing or perceptual problems. Visual processing problems interfere with understanding text, illustrations, and written work associated with a social studies lesson. Most social studies textbooks include many maps and graphs. For most teachers, these maps clarify the topics covered and those that should be covered as well; however, teachers with visual-spatial and visual-processing disorders may have difficulty interpreting such information. Hence, this study evaluated the factors that affected how the social studies curriculum was implemented by teachers with intellectual disabilities in a sample of schools in the Cross River State, Nigeria, Calabar South Local Government Area; implications for psychology. Two survey factors have been developed to guide the study. The variables under review were used to guide the literature review. The survey study's template was employed. Purposeful selection approaches were used to choose the 60 respondents that made up the study's sample. A structured questionnaire with 10 items and a four-point Likert scale was used to collect the results. Using the Cronbach Alpha reliability method, the instrument's approximate correlation was 0.78. The data was examined using a descriptive methodology. The findings of the study indicated that a teacher's teaching style and level of training among teachers with intellectual disabilities had an impact on how they instruct students in social studies. It was suggested that secondary school teachers with disabilities be given the opportunity to participate in curriculum development and implementation so that they can use student-centered methods in teaching.

Analysis of The Influence of Interactional Teachers' Teaching Style on Students' Activeness in The Learning Process in Indonesia

The teacher's teaching style has an important role in influencing the level of students’ involvement in learning. The interactional teacher's teaching style is able to encourage students to develop critical, creative thinking and problem-solving abilities. This research aims to determine the influence of interactional teachers' teaching style on students' activeness in learning. The method used in this research is descriptive quantitative research. Descriptive quantitative research is a research method whose aim is to determine the influence between two variables (dependent and independent). This research uses a simple linear regression test to determine the magnitude of the influence of one independent variable (interactional teacher teaching style) on the dependent variable (students' activeness). Data collection instruments were interviews, observation of interactional teachers’ teaching style, and student activeness questionnaire. Based on data analysis using a simple linear regression test, the magnitude of the influence of the independent variable on the dependent variable is 95.5%. Meanwhile, the calculated F value is 277.328 with a significance value of 0.000 < 0.05, indicating that there is an influence of interactional teachers’ teaching style on students’ activeness in the learning process of the tenth grade of SMA Negeri 1 Anjongan.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAM GAME TOURNAMENT) UNTUK MENINGKATKAN MINAT BELAJAR PESERTA DIDIK KELAS XI MIPA 1 SMA NEGERI 10 MATARAM PADA MATA PELAJARAN BIOLOGI TAHUN AJARAN 2022/2023

Education is one of the essential aspects included in the preamble of the Indonesian Constitution. Education is closely related to the teaching and learning activities. Learning is an activity often considered very boring by students. The low learning interest, especially in the Science subjects, has a negative impact on students' learning outcomes. Biology, as one of the branches of science, is often seen as a subject with dense and dull theories. This issue is exacerbated by the teaching style of teachers, which tends to be teacher-centered. This research is a Classroom Action Research (CAR) designed with the implementation of the Team Games Tournament (TGT) cooperative learning model based on Lesson Study. The stages involved in this research include the planning, implementation, and observation stages conducted over two cycles. The research was carried out at SMA Negeri 10 Mataram, specifically in class XI MIPA 1, with a sample size of 30 students. The objective of this research is to increase students' interest in learning Biology by applying the TGT cooperative learning model. The data analysis technique in this research uses qualitative descriptive methods. The results of the research indicate that the application of the TGT cooperative learning model can increase students' learing interest by 66.67% with a "satisfactory" category.

Pembelajaran Sejarah Melalui Nilai-Nilai Kesenian Degung di Kelas X IPS 1 MA Negeri 2 Ciamis Tahun Ajaran 2022-2023

History learning materials are generally based on textbooks and use very little developer material. This is the background of this research regarding the use of material for developing Degung artistic values in learning history. To find out what are the values of Degung art and how to use Degung artistic values in learning history in class X IPS 1 MA Negeri 2 Ciamis. Qualitative research methods with literature and field studies include observation, interviews and documentation. Data analysis used is data reduction, data presentation and verification. The results of the research show that the values contained in Degung art are religious values, historical values, social values, ethical values, creative values and aesthetic values. The use of material for developing Degung artistic values in history lessons must be in accordance with the learning objectives adapted to the teacher's teaching style. After designing the RPP and adding material to the power point slides the use of developer material has been realized and it is very possible to use developer material. Obstacles such as readjustment of learning outcomes, the use of developer material is a new thing, time constraints and student responses which later as teacher educators try to deal with these obstacles so that the results are that the teacher is greatly helped by the presence of developer material and students are enthusiastic about learning.

Trained teacher: Who is good at teaching

Knowledge distillation is an emerging method for acquiring efficient, small-scale networks. The main idea is to transfer knowledge from a complex teacher model with high learning capacity to a simple student model. To this end, various approaches to knowledge distillation have been proposed in the past few years, focusing mainly on modifications to student learning styles and less on changes to teacher teaching styles. Therefore, our new approach to knowledge distillation teacher training involves adapting the trained teachers to the knowledge distillation model in order to minimize the gap between the student model and the teacher model. We introduced the idea of a “Trained Teacher”: Our approach involves using a specially trained teacher network that, by incorporating knowledge distillation constraints during its own training, adapts to the teaching model in advance and performs nearly identically to a typical teacher network. This allows students to absorb the teacher's knowledge more effectively, thereby increasing their competence. In addition, the methods of mainstream knowledge distillation currently in use are equally appropriate to our educated teachers. Extensive tests on numerous datasets reveal that our technique outperforms the original knowledge distillation in accuracy on standard KD by 2%. Our code and pre-trained models can be found at https://github.com/JSJ515-Group/Trained_teacher.

The Relationship Between Interest, Awareness, and Teacher Teaching Style on Students' Tendencies in Choosing Agriculture Subjects

The Relationship Between Interest, Awareness, and Teacher Teaching Style on Students' Tendencies in Choosing Agriculture Subjects

The Relationship of Teaching Style to Student Learning Outcomes in Class V Mathematics Learning

The purpose of this study was to find out whether there is a significant relationship between the teacher's teaching style and the improvement of mathematics student learning outcomes in class V SD N 06 Salaon Toba. This research is a correlational study. The research sample used total sampling, namely all fifth grade students at SDN 06 Salaon Toba as many as 30 people. Data collection in this study was carried out using questionnaires and tests. The data analysis technique uses the product moment correlation formula and t-test. The results of this study indicate that the teaching style of teachers at SDN 06 Salaon Toba is in the High category where the average score is 103.77 while student learning outcomes are in the high category with an average score of 87.66. The teacher's teaching style greatly influences student learning outcomes in Mathematics. It can be seen from the calculation results that rcount is 0.501 while rtable = 0.361, so rcount > rtable. While the value of tcount = 3.063204, ttable value = 2.04841. By comparing the two prices, tcount > ttable is obtained. Thus, it can be concluded that the hypothesis which states that there is a significant relationship between the Teacher's Teaching Style and the Improvement of Student Learning Outcomes in Mathematics Learning in Class V SDN 06 Salaon Toba can be accepted.

Exploring Factors Responsible for Absenteeism among Undergraduate Medical Students.

The present study was conducted by for exploring factors responsible for absenteeism among undergraduate medical students. After taking students' views on why they thought lectures were important to them, a questionnaire was designed to explore the various factors responsible for absenteeism. Out of 150, 130 students filled the questionnaires and were taken into account for the calculation of data. Also, their recommendations on how to improve class attendance were recorded. All the results were analyzed. Most of the students were of the opinion that lectures are important as they get to interact with teachers and peers, get timely feedback, and develop effective communication skills. The most common reason stated by male students for absenteeism was the long duration of lectures followed by dislike for the teaching style of teachers, while the female students missed classes mainly due to health issues and poor presentation skills of teachers. All these findings call for further research to determine a better understanding of the reasons for absenteeism and its consequences.

Willingness to Communicate in English: An Interview Study with Indonesian Vocational High School Students

Research into willingness to communicate in English has gained momentum in second/foreign language learning recently. Applied linguists have argued for the factors that may hinder learners to communicate in English. However, although extensive studies on willingness to communicate in English have been carried out, the studies have much focused on university and high school students. As a result, very little is known about the hindrances of students' willingness to communicate in English in the context of vocational high schools. To fill such a lacuna, this study was designed to explore hindrances of willingness to communicate in English among Indonesian vocational high school students. In-depth interviews were conducted with 6 participants from three Indonesian vocational high schools with regard to the hindrances they encountered when communicating in English. To analyze the data, we employed Braun and Clarke’s (2006) thematic analysis. Findings from the study suggest four emerging themes: 1) lack of self-confidence, 2) presence of fear, 3) teacher's teaching style, 4) and vocabulary provision. Our study reveals that, even though the participants are aware of the problems, situated supports in the forms of out-of-class English communications are needed to help solve their hindrances in English communications. Pedagogical implications of this study are offered at the end of this article.

THE INFLUENCE OF TEACHER'S TEACHING STYLE AND LEARNING DISCIPLINE ON STUDENTS' COGNITIVE ABILITY AT SMP NEGERI 3 MOTOLING TIMUR

This study aims to determine the effect of the teacher's teaching style and learning discipline on the cognitive abilities of students at SMP Negeri 3 Motoling Timur. This test strategy is a learning technique with an example of 75 individuals. The procedure used in collecting information is a survey strategy (poll) and documentation. The results of the examination were dissected using various recurrence direct examinations, basic connection examinations and various connection examinations. The results showed: (1) There is an influence between the Teacher's Teaching Style on the Cognitive Ability of students of SMP Negeri 3 Motoling Timur by 44.89% with t count > t table = 7.71 > 2.04 and F count > F table.
 Keywords: Teacher's Teaching Style, Learning Discipline, Students' Cognitive Ability

Student’s Perception of Physical Learning Model through Elementary School Level Games of North Musi Rawas Regency

This study aims to determine students’ perceptions of physical education learning models through games based on (1) Perceptions of physical education learning knowledge, (2) Perceptions of teacher teaching styles, (3) Perceptions of easy-to-use media, (4) Perceptions of interest in learning physical education, (5) Perceptions about the need to develop a physical education learning model through games. This research is descriptive quantitative research. The results of this study indicate that (1) the perception of physical education learning knowledge obtained a score of 90.50% in the very good category, (2) the perception of the teacher’s teaching style obtained a value of 75.50% in the good category, (3) the perception of the media used is easy used to obtain a score of 87% in the very good category, (4) Perceptions about interest in learning physical education obtained a value of 97% in the very good category, (5) Perceptions about the need to develop a learning model for basic volleyball techniques through a play approach obtained a value of 100% in the category very well, which means students agree if the development of physical education learning models through games is developed. The results of this study indicate that students’ perceptions of the development of physical education learning models through games in elementary schools in North Musi Rawas Regency are positive, for this reason it is necessary to develop physical education learning models through games.

The Student Perception of Football Dribbling Learning Development at SMA Negeri 3 Musi Rawas Utara Regency

This study aims to determine students’ perceptions of physical education learning models through games based on (1) Perceptions of football dribbling learning knowledge, (2) Perceptions of teacher teaching styles, (3) Perceptions of the media used are easy to use, (4) Perceptions of interest in learning football dribbling, (5) Perceptions of the need to develop football dribbling learning models. This research is descriptive quantitative research. The results of this study showed that (1) Perception of football dribbling learning knowledge obtained a score of 87.15% in the very good category, (2) Perception of teacher teaching style obtained a score of 74.35% in the good category, (3) Perception of the media used is easy to use obtained a value of 86.67% in the very good category, (4) Perception of interest in learning football dribbling obtained a value of 93.72% in the very good category, (5) The perception of the need to develop a learning model of basic football dribbling techniques obtained a score of 100% in the very good category, which means that students agree if the development of football dribbling learning. The results of this study show that students’ perceptions of the development of football dribbling learning in Senior High Schools in North Musi Rawas Regency are positive, for that it is necessary to develop football dribbling learning.

The Correlation Between Teachers’ Teaching Style and Motivation of Natural Science Students in Learning English at Ten Grade

This research aims to determine the relationship between the teaching style of English teachers and the motivation of students majoring in science to learn English and to find out what teaching style is preferred by students in learning English. This research used the correlation method with a quantitative design, and the population is class X SMAN 7 Bengkulu City. The technique used was random sampling, where the researcher chose 33 students as a sample. Data collection was carried out through a questionnaire with total of 20 questions regarding the teaching style of English teachers and 20 more questions related to student’s learning motivation. The scale used for data was analyzed using a Likert Scale. Based on the results of research from data analysis, researchers found that the teacher's teaching style that students were most interested in was the expert style, which received a high score of 17%, choosing to strongly agree. Moreover, the findings show Pearson correlation results that there is a significant correlation between the teacher's teaching style and students' motivation in learning English, as explained the significant value is 0.572. The researcher concluded that there was a significant relationship between the teacher's teaching style and the motivation of students majoring in natural science to learn English in class X SMAN 7 Bengkulu City.

THE TEACHING STYLES HAVE BY THE ENGLISH TEACHERS IN SMP NEGERI 27 BUTON TENGAH

The objectives of this study was to find out the teaching style of teachers at SMP Negeri 27 Buton Tengah. The type of this research used qualitative research. Then to the design used by case studies research. It use several methods, such as interviews and observations to collect the data. The location of the research was at SMP Negeri 27 Buton Tengah. This research was precisely location in Madongka Village, Lakudo, Buton Tengah. The subject of this research was an English teacher at second grade of SMP Negeri 27 Buton Tengah.The instrument in this research process was the researcher herself who acts as the research instrument. To analyze the data from observation and interviews, researchers used Data collection, Data reduction, and data display.
 The result of the finding indicated that the types of teaching style used by English teacher at SMPN 27 Baton Tengah namely Expert style, formal authority style, Personal model or demonstrator and facilitator style. The dominant teaching style used by the teacher was formal auditory style, personal model or demonstrator. The teacher usually design group activities that require active learning, student to student’s collaboration, and problem solving.

EFL Student’s Perception of Teachers’ Hybrid Teaching Style: A Case Study


 This study aims to determine student perceptions of lecturers' teaching styles regarding hybrid learning. Because students' perceptions of how to teach lecturers towards hybrid learning currently are, of course, many differences that object over there are known to students, With this research, learn how to teach lecturers using contemporary media that oppose over there current exist right in addition to promising to do in addition to also in various ways. Sources of data from students' perceptions of hybrid teaching style; the writer collected data by interview; the writer interviewed 10 students of Universitas PGRIi Adi Buana Surabaya; however, only 5 students could participate in the interview. Data collection uses documentation techniques by making conversation transcripts. In addition, data were analyzed using reduction analysis in addition to interpretation. The results of this object over here study state that objects over there in the teaching style of lecturers in hybrid learning, it currently exists tremendously important to use media technology well, in addition to teachers now are also good at using media so that object over there students better understand the teacher's teaching style, in addition to teachers must also monitor students properly during hybrid learning. 

Flipped Learning Approach for Effective Learning

As the society needs increasing, educational needs and learners’ needs are also increasing. learning consequences and learning styles are changing day to day in that, technology tool for learning is flipped learning approach is one, the teachers inverting the teaching structure as ‘school work at home and home work at school’. The learners participate in-class activities and out of class activities for effective learning then more opportunities are given to students to learn in flexible environment with their own pace. For involvement of student in content, before a day teacher sending concept through electronic media and then next day the observed, perceived concepts are revised and practiced in classroom after this teacher assigning home work to students in the classroom to know the effectiveness of their teaching. This process leads the positive impact on learner and the achievement in the subjects will be increasing by instructional approach and the learning will be permanent. Through flipped learning approach learner can get equal learning opportunity, develop self-confidence, improvement in achievement, and updating convergent and divergent thinking in cognitive domain, learning attitude towards learning. Flipped learning nurtures the multi-dimensional thinking towards problem solving ability in education and life tasks. Flipped learning also bring changes in teachers teaching confidence level and enthusiasm in engaging more in class. Teacher teaching styles, methods, and evaluation techniques are increasingly varying as the learner learning needs. Then pupil challenges, teacher challenges and concept operational challenges are more, for to manage these the theoretical and empirical research findings in education technology particularly in flipped learning approach in in the present 21st century educational settings.

The Relationship Between Democratic Teaching Style and Learning Motivation of Grade Ivb Students of Sdn Karangrejo Ii

This study aims to examine whether there is a relationship between the democratic teaching style and student learning motivation. Respondents seen in this study amounted to 40 elementary school students. The method used is a quantitative method using the correlation coefficient of Spearman with the help of IBM SPSS version 23 for windows. The measuring instrument used was the democracy teacher's teaching style questionnaire totaling 20 items and the student learning motivation questionnaire totaling 35 items. From the hypothesis testing in this study, it shows that the significance value is 0.05 <0.33, thus the hypothesis proposed by the researcher is accepted, meaning that there is a large relationship between the democratic teaching style and the learning motivation of class IVB students at SDN Karangrejo II

The Influence of Teacher's Teaching Style on Students' Mathematics Learning Outcomes

This study aims to determine whether there is an influence of the teacher's teaching style on students' mathematics learning outcomes in the case study flat-sided geometric material at Pringgasela 1 Public Middle School in the 2018/2019 academic year. This research is a quasi-experimental or quasi-experimental quantitative research with a non-equivalent posttest-only control group design. The population in this study were students of class VIII SMPN 1 Pringgasela. In taking the sample, the researcher used a purposive sampling technique because the researcher took a sample of 2 classes whose population actually consisted of 7 classes with the consideration that the selected samples had the same abilities. The data in this study were taken using questionnaires and tests, questionnaires to see differences in teacher teaching styles, and tests to see the effect of teacher teaching styles on student mathematics learning outcomes. Based on the results of the questionnaire data, the average experimental class was 64.91 and the control class was 61.08. The results of the test data obtained an average of 71 experimental classes and 63,594 control classes. To find out that there is influence of the teacher's teaching style on students' mathematics learning outcomes, the researcher analyzed the data using the -test. Based on the results of data analysis in the questionnaire obtained tcount = 2.06 and ttable = 1.999 and for student learning outcomes data obtained tcount = 2.05 and ttable = 1.999. Obtained tcount > ttable at a significance level of 5%, it can be concluded that there is an influence of the teacher's teaching style on the mathematics learning outcomes of class VIII students of SMPN 1 Pringgasela

THE INFLUENCE OF TEACHER SKILLS UTILIZING ICT AND TEACHER TEACHING STYLE ON LEARNING OUTCOMES USING BLENDED LEARNING

This study aims to determine the effect of teacher skills in using ICT and teacher teaching styles on student learning outcomes at SMKN 46 Jakarta. The results of this study are: (1) There is a significant positive effect between teachers' skills in using ICT on learning outcomes indicated by the value of t_count 2,165 > t_table 1,98397; (2) There is a significant positive effect between the teacher's teaching style on learning outcomes as indicated by the value of t_count 3,827 > t_table 1,98397; (3) There is a significant positive effect between the skills of teachers in using ICT and the teaching style of teachers on learning outcomes as indicated by the value of nilai f_count 39,4 > f_table 3,09. The multiple correlation coefficient is 0.677 and the coefficient of determination is 0.430 or 43%, the variable of the teacher's skills in using ICT and the teacher's teaching style affect the learning outcomes of students together and the rest is influenced by other factors not examined in this study. Then from this research, it can contribute to the development of the field of education, especially for teachers. Teachers are required to be better and explore more deeply, especially in ICT skills and teaching styles, so that student learning outcomes can experience significant development