A number of training models for attitude and character building have been applied to train Indonesian teachers; however, a majority of these teachers still feel confused about how to instill values in their students and shape children's attitudes and characters. Research and development (Kimbrough & Hutcheson, 1998) model was applied in this study. The sample population of this study consisted of (a) 5 % of the elementary school teachers in Bengkulu Province selected proportionally and randomly, and (b) all the teacher trainers of Bengkulu Province Education Quality Assurance Agency. Data was collected through a Focus Group Discussion (FGD) and inventory instruments. After analyzing data, the researchers concluded: first, training models for attitudes and character building applied so far are only able to improve the cognitive level of teachers and little at the level of understanding, application and analysis; though they have not been able to improve the skills needed by the teacher in shaping the attitudes and character of students. Hence, while providing training to teachers on attitude and character building, it is recommended to use training models that can develop teachers' diligence suiting their needs as well as improve their cognitive abilities. Contribution/Originality: This is a unique research study to discover a character and attitude training model for teachers that can build their attitudes and character and raise their cognitive abilities in order to provide good mentoring services to students.
The Education Quarterly Reviews is an Open Access publication. It may be read, copied and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.
Abstract-The main focus of this study is to examine similarity, excellence, and lack of the programs implementation, including ISO 9001:2015, SPMI, SPIP and Accreditation an effort of quality assurance to improve the performance of higher education institutes. Recently, there is no synchronization between auditors including Satuan Pengawas Internal/ Internal Audit Unit (SPI), Audit Mutu Internal (AMI), Audit ISO 9001:2015 and Sistem Akuntabilitas Kinerja Instansi Pemerintah (SAKIP). The purpose of this study is to develop an integrative model of quality assurance in higher education performance which refer to the requirements described in the national standard of higher education (SNPT). The standard of quality assurance covered eight of national education standards, added with standard of education and learning, research standard and standard of community service. This research design was qualitative method that includes a case study in Bengkulu Health Polytechnic. Data were collected by applying the qualitative methods namely observation, interview, and documentation. The data were analyzed using thematic analysis. This research found that there were similarity, excellence and lack of each accreditation program. As an alternative, a new form of quality assurance program, called integrative model of performance was developed in order to enhance the quality of higher education institutes to fulfill the requirements in the national standard of higher education.Keywords-Model of Quality Assurance, National Standard of Higher Education, integrative model of performance enhancement in higher education.
This study aims to describe the proportion of the cognitive level, affective level, logically and empirically the question items on the School Examination in Social Sciences subjects for the sixth grade students of SDN Kota Bengkulu for the 2019/2020 academic year. This type of research is descriptive research. The subjects in this study were students of class VI SDN 53, SDN 18, and SDN 29 Bengkulu City. The object of this research is the suitability of the questions and answer keys, answers to the school exam. The research instrument used is in the form of a document in the form of a cognitive level report analysis sheet, and an affective level report analysis sheet, questions and answer keys, answers to school exams. The data analysis uses the population level cognitive affective level on the items analyzed, the percentage is calculated, as well as descriptive analysis of material aspects, construction, and language by asking for validation from analysis experts/ experts using Aiken V. The results show that: 1) The proportion of cognitive levels, including levels understand (C2) as many as 14 items (35%), the level of implementing (C3) is 9 items (22.50%), the level of analysis (C4) is 15 items (37.50%), and the level of understanding (C5) as many as 2 items (5%); 2) The proportion of the affective level, including the response level (A2) as many as 1 item (2.5%), the respect level (A3) as many as 3 items (7.5%) and the organizing level (A4) as many as 3 questions (7, 5%); 3) the quality of the items logically based on the results of the validation of material aspects, construction, and language. 40 multiple choice test items show the information displayed in the range> 0.8 with the category "very valid" in accordance with the principles of assessment, namely fair, open, comprehensive and continuous, systematic, reference criteria, and accountable; and 4) The quality of the items empirically, the validity results show that 39 items are valid and 1 item is invalid, the reliability test results are 0.735 so it can be interpreted that these items have a high level of reliability, the results of the difficulty level test show that 15 items Medium category questions (37.5%) and 24 items in the easy category (60%), the results of the distinguishing power test showed that 5 items were in the good category (12.5%), 34 items were in the sufficient category (85%) in accordance with the principle Output, namely valid, objective, open, systematic, and based on criteria. Thus it can be denied that the quality of the School Examination items in the Social Sciences subject grade VI SDN Kota Bengkulu for the 2019/2020 academic year is good in terms of the statement of cognitive level, affective level, quality based on logical and empirical tests.
The purpose of the study is to describe the teachers' stage of concern for the evaluation of primary school innovation and factors affecting teachers' stage of concern. The approach used in this study was a descriptive study. Data related to factors affecting teachers' stage of concern to the evaluation of primary school curriculum innovation were collected in the form of forum discussion and study of related literature. While data on teacher's stage of concern itself to the evaluation system of primary school curriculum innovation were collected, classified, processed and analyzed by using the norms of the group in the calculation of percentile. The findings of this study were 10 % in a stage of awareness, 14 % in the stage of information; 2 % in the stage of personnel;12 % in the stage of management; 20 % in the stage of consequence;12 % in the stage of collaboration and 20 % in the stage of refocusing. Teachers' stage of concern to the evaluation of primary school curriculum innovation was low. It was caused by (a) the lack of understanding of primary school teachers on information received, (b) lack of examples and evidence of the benefits of accepted curriculum innovation in school practices, (c) lack of training by trainers in applying new curriculum, (d) so complex in evaluating and (e) the curriculum is continually changing. (f) teacher involvement in implementing program and the training needs (g) adequate time to learn, practice, master and apply what needs to be learned about an curriculum innovation (h) teachers' commitment to implement the curriculum innovation; (i); principal knowledge of educational change; (j) principals role in carrying out programs; (k) principals' moral support and active participation; (l) collaborative planning by teachers and administrators.
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