Since the enactment of the 2013 Curriculum in Indonesia, teachers are required to be able to integrate character education in physical education (PE) as a subject presented in the 2013 Curriculum. In the implementation, PE teachers have not entirely meet the demands of the 2013 Curriculum in terms material development, method, and evaluation that have not yet explored students' character. Therefore, this research aims at improving PE teacher physical education teachers' understanding and skills in developing national characters such as religious, nationalist, independent, mutual cooperation, and integrity. The action research report presented in this article exemplifies the results of the work of collaborative teams involved in making critical reflective steps in developing students' character through physical learning that has so far tended to have no value. The action implementation showed an improvement in the pedagogical competence of the teachers in developing five national characters through PE.
Making faithful and pious human as the manifestation of religious characters has become one of the demands in the 2013 Curriculum (K13) that is currently implemented in Indonesia. It implies that instilling religious character is not only the duty of religious teachers but also physical education (PE) teachers. The dichotomy of religious and non-religious sciences has an impact on the lack of understanding and ability of PE teachers in developing learning methods based on religious character development. Therefore, this research aims at improving the competence of PE teachers in developing learning based on religious values. This research employs action research design done in three stages namely the pre-action stage, implementation and action stage and the post-action stage by involving 30 PE teachers in Sumedang Regency. This research found that: 1) There was an increase in the understanding of PE teachers regarding aspects of religious character in learning (21%); 2) This increased understanding was shown by the success of teachers in growing students' behavior reflecting religiosity including behavior of faith and piety (88.67%), clean living behavior (88.89%), environment love behavior (88.89%) and behavior that reflects tolerance (87.78%); and 3) The success of PE teachers in developing religious character was based on the nine learning steps summarized as TADZKIROH acronym. These findings reveal that developing students' religious character in PE learning requires the teachers to understand and apply the TADZKIROH method.
To improve the skill in reading the Quran correctly, students need to be given skills in learning to read the Quran quickly and effectively so that they can know the Arabic alphabet well, pronounce it correctly, understand the elocution of reading, and understand its meaning well. The action research report presented in this journal article exemplifies the collaborative teamwork involved in making the reflective-critical steps to improve the students' skill from their initial state of being unable to read the Quran smoothly to being able to master its elocution. The subjects of the research were 126 second semester students of Nursing Study Program. The results of the actions showed an improvement in students' skill to read the Quran with a students' skill change rate that reached 90.20%, and with the success rate of students switching from the non-fluent category to the fluent category of reading the Quran that reached 65.08%.
Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.
Abstract. This paper is aimed at analyzing the implementation of character education at Senior High School in Sumedang Regency, West Java, Indonesia. A content analysis method was employed to collect the data with interviews with six teachers from six different senior high schools, which represent the rural, transitional, and urban areas. The findings revealed that: (1) not all teachers understand the concept of character education; (2) the character education has not been done systematically or has not had the specific design/model for the teaching and learning process. Most teachers embedded the character values during the teaching and learning process as a form of character education. For example, through Qur'an recitation, learning tasks, group discussion, lecture, sociodrama, observation and admonition, and even through teachers' model. Meanwhile, outside the class, character education was implemented through competition and extracurricular activities; (3) the evaluation of character education was relatively varied, such as an observation followed by admonition, group guidance, and also focusing on behavior and affective assessment in the classroom learning process. This research implied that it is needed to make a policy on a program development through the Bureau of Education to improve Senior High School teachers' knowledge and skills in implementing the character education.
To improve non-specialist music teachers' knowledge and skills in teaching music, they need training to re-understand the teaching materials and to change their way of teaching music to avoid errors in applying music practices to students. This research report exemplifies collaborative work in making critical-reflective stages and applying each stage to elementary school teachers through training programs in an action research. The results indicated that non-specialist music teachers were able to develop their knowledge of basic music theory as teaching material and to develop skills in using media and applications supporting music teaching. The training of teachers and providing information about the impact of their teaching ways to the students' future musical competence were able to change the way they teach music. Teachers need to be given good attention, such as by providing development programs from the government so that the process and effectiveness of teaching music can be improved continuously.
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