Sarana dan prasarana (Sarpras) di Pendidikan dasar hingga perguruan tinggi memiliki peran penting dalam proses pembelajaran. Peran serta kedudukan sarana dan prasarana sangat penting dalam menarik perhatian masyarakat agar sekolah memiliki peminat. Tulisan ini bertujuan untuk mengetahui sistem pengelolaan sarana Prasarana Sekolah dalam Peningkatan Mutu Pendidikan di Indonesia. Metode Penelitian ini menggunakan jurnal perbandingan terkait Sarana dan Prasarana di bidang pendidikan. Berdasarkan hasil review perpustakaan dari berbagai negara di dunia, penulis menemukan bahwa (1) untuk meningkatkan kualitas Pendidikan diperlukan sarana dan prasarana yang mendukung dan efisien, (2) pengelolaan dan memanfaatkan sarana dan prasarana yang tersedia disekolah sebagai tolak ukur dalam meningkatkan kualitas Pendidikan. Sehingga peran pemerintah dan sekolah sangat penting dalam kebijakan mengelola Sarpras.
This article reports the experience of implementing the action research to apply the Socratic dialogue method through lesson study in the lecture of Educational Profession to improve critical thinking skills of the university students. The subject of this action research is 36 students (22 women and 14 men) in grade VI class B, Department Guidance and Counseling (BK), Faculty of Education, Universitas Pendidikan Ganesha (Undiksha) on academic years 2016/2017. This action research conducted in cycles (reported in three cycles) which is integrated into the activities of lesson study. In every cycle consisted of a plan, action, observation/evaluation and reflection phase. Critical thinking skills are assessed through observation activities in group discussion activities and classes, as well as through student response in solving essay test (on cases analysis), which assessed by a rubric assessment of students critical thinking skills at each end of the course. The results showed that the mean of the critical thinking skills of students at the end of the first cycle is 50 (low), then at the end of the second cycle increased to 65 (average) and at the end of the third cycle increased again to 89 (high). Research also shows that the lesson learned were founded through collaborating and careful observation of the course observer with researchers in identifying strengths and constraints and to produce efforts to improve the implementation of the course to improve the quality of learning.Keywords: Critical Thinking, Lesson Study, Socratic Dialogue. PENDAHULUANBerpikir kritis (critical thingking) merupakan keterampilan yang penting untuk dikembangkan oleh setiap mahasiswa dalam mempersiapkan diri dalam bersaing sebagai sumber daya manusia yang unggul. Berpikir kritis merupakan bagian dari keterampilan berpikir tinggkat tinggi (higher-order thingking skills), sementara itu, keterampilan berpikir tingkat tinggi merupakan keterampilan yang sangat penting dipersiapkan bagi guru dalam pendidikan di abad 21 (Collins, 2014). Keterampilan berpikir tingkat tinggi meliputi berpikir kritis, logis, reflektif, metakognitif dan berpikir kreatif. Kemampuan berpikir tingkat tinggi diartikan sebagai kemampuan untuk menganalisis, membandingkan, menyimpulkan, menafsirkan, mengevaluasi, dan mensintesis (King, 2009). Berpikir tingkat tinggi ditandai dengan kemampuan berpikir yang melampaui
Tri Pramana, which is constituted of two major components, denotes the three life strengths to comprehend and believe in a certain event in Bhuwana Alit with manacikapura as the three powers of living beings, including (1) Bayu as the breath power, (2) Sabda as the sound power, and (3) Idep as the mind power. As delineated in Widhi Tatwa, Tri Pramana encompasses Praktyaksa Pramana, Anumana Pramana, and Agama Pramana (Sabda Pramana), which are possessed by humans, the most flawless life forms to realistically and abstractly grasp objective truths. The current study aims to incorporate the Tri Pramana principles into science learning by conducting a descriptive qualitative methodology, including a literature review, observation, interviews, and documentation. The results demonstrated the high relevance and effectiveness of Tri Pramana in science learning in elementary schools by incorporating the Upadesa and Whraspati principles Kalpa in Widhi Tatwa. Specifically, the three Tri Pramana elements were significantly interrelated to facilitate elementary students’ science learning.
Recent studies on self-learning have emphasized the importance of the cognitive and motivational elements of the classroom environment. Most of these studies have explored these elements by considering the potential for contextual variation. The current study examined inequalities in students' average assignment scores in social studies, math, and English education, as well as several non-cognitive variables, namely self-efficacy, exam anxiety, the use of cognitive strategies, the use of regulatory strategies, and academic success in the class. Employing an in-subject correlational design, students of mathematics, social sciences, and English were divided by gender. Multivariate regression was used to evaluate the relationships among performance, strategy utilization, and motivation indicators. The participants in the study were 545 students in the seventh and eighth grades of a secondary school (51 percent girls) who were asked to complete a self-report questionnaire. The results of the study showed that factors involving motivation and cognitive strategies varied by gender and subject, but not the use of regulatory approaches or academic achievement. However, according to the data, the relationships between these constructs appear to be relatively similar across the three subject areas studied. The importance of the findings to understanding the context-specificity of students' self-learning is highlighted.
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