Prepared to teach young children in a multi-ethnic and religious society like in Indonesia, the prospective preschool teachers should have strong belief and practice in social justice and multiculturalism. However, this quality is not easily achievable by prospective teachers from ethnic and religious majority group, like Indonesian Muslim prospective preschool teachers who may have limited awareness and exposure to multicultural diversity. This study identified some existing multicultural competences of the participants before designing a training model to prepare prospective preschool teachers, to develop their multicultural competence. Data for this study were derived from the questionnaire and interview which reveal awareness, knowledge, and skill dimensions of multicultural competence. Findings show that the majority of the participants have a high level of multicultural awareness and indicate a difference in multicultural competence among different levels of students. Based on these findings and expert judgments, the study designs a training model to develop prospective preschool teachers’ multicultural competence which has the following sequence: systematic reflection, Socratic dialog, simulation, field practice, and reflection. The study also provides some recommendations on the inclusion of multicultural content into intracurricular and/or extracurricular activities as well as on testing and analyzing the effectiveness of the hypothetical training model resulted from this study.
Many people believe that the success of one's life is largely determined by the intelligence of reason. Though the success of one's life is influenced by various factors, one of which is emotional intelligence. Group guidance service is an excellent service to provide awareness to individuals about various healthy behaviors and problematic behavior. Role play is a technique of providing guidance to a group of individuals as a solution to solving individual psychological and social problems through dramatization activities. Where each individual is required to be able to play a certain role in the situation planned by the supervisor adjusted to the purpose of providing guidance to be achieved. Emotional intelligence is formed through five skills namely recognizing one's emotions, managing emotions, motivating yourself, recognizing the emotions of others and building relationships. These five skills are used as benchmarks for understanding one's emotional intelligence. Emotional intelligence is very important in our lives, both inward nature and in relation to other people or situations because it will affect our behavior. With the guidance of the group is expected to provide a good impact on emotions so that it will bring positive behaviour.
Seiring perkembangan zaman tantangan karir semakin beraneka ragam dan menjadi hambatan dalam kehidupan karir individu. Kemampuan adaptabilitas karir diperlukan guna menghadapi tantangan, tugas, trauma, dan perubahan karir. Penelitian ini bertujuan untuk mengetahui gambaran adaptabilitas karir dewasa awal. Subjek pada penelitian melibatkan 65 orang mahasiswa Pendidikan Manajemen Bisnis Tahun Ajaran 2016/2017. Teknik sampling yang digunakan adalah convinience sampling. Instrumen pengumpulan data yang digunakan adalah instrumen adaptabilitas karir yang diadaptasi dari Career Adapt-Abilities Scale yang dikembangkan oleh Savickas. Hasil penelitian menunjukan secara umum adaptabilitas karir mahasiswa Pendidikan Manajemen Bisnis berada pada kategori sedang dengan karakterik mahasiswa telah memiliki concern, control, curiosity dan confident namun masih terdapat perilaku yang belum mencerminkan ke empat dimensi adaptabilitas karir. Rekomendasi ditunjukan kepada peneliti selanjutnya agar dapat memberikan tindak lanjut untuk meningkatkan adaptabilitas karir dewasa awal.
<p class="15bIsiAbstractBInggris"><em>Teachers at this time are expected to be figures who can manage learning programs using appropriate methods, and according to the needs of students. This article aims to describe the importance of reviewing the curriculum of prospective educators in LPTKs, especially related to the issue of educational philosophy, and suggesting regulatory support to be able to support the realization of professional-pedagogical competencies. The pedagogical competence of teachers still needs to be improved not only from the aspect of teacher competence but also from the philosophical foundation of education itself. In the future, educators are expected to be able to adapt and even be creative in making disruptive innovations to improve the quality of education. As a solution, this article also proposes a more targeted curriculum review and state support.</em></p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Guru pada masa ini diharapkan menjadi figur yang mampu mengelola program pembelajaran menggunakan metode yang tepat, dan sesuai dengan kebutuhan peserta didik. Artikel ini bertujuan untuk menggambarkan pentingnya peninjauan kembali kurikulum calon pendidik di LPTK terutama terkait masalah filsafat pendidikan dan menyarankan ada dukungan regulasi untuk bisa menunjang terwujudnya kompetensi pedagogis yang profesional. Kompetensi pedagogis guru masih perlu ditingkatkan bukan hanya dari aspek kompetensi guru, tetapi juga landasan filosofis dari pendidikan itu sendiri. Ke depannya, pendidik diharapkan mampu beradaptasi bahkan sudah seharusnya turut berkreasi melakukan inovasi disrupsi untuk meningkatkan mutu pendidikan. Sebagai solusi artikel ini juga mengusulkan adanya penelaahan kurikulum serta dukungan negara yang lebih tepat sasaran.</p><p class="16cKataKunci"> </p>
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