The purpose of this study is to evaluate the instructional, institutional, and behavioral dimensions of the In-House Training (IHT) program at the SD
<p><em>This study departs from the issues of teacher skills gaps in Elementary School of Laboratorium Satya Wacana in arranging the instrument of attitudes assessment. This gap problems would be solved by school action research which aims to determine the steps of in-house training that can improve teachers’ skills in preparing attitudes instrument. The subjects of this study involved 15 primary school teachers of Elementary School of Laboratorium Satya Wacana. The research model that used was Stringer Model which consist of 3 aspects, namely : Look, Think, and Act. Instruments in this study were observation sheet and booklet. The data was analyzed quantitatively and qualitatively. The result showed: 1) The steps of in-house training that can improve teachers’ skills are planning, implementing, and evaluating in house training. On the steps of planning, activities of the formation of a committee, determine the trainer, participants, material and schedule. During the implementation phase carried out activities ranging from pretest, delivery and discussion materials and posttest. At this stage of the evaluation carried out assessments throughout the in house training activities; 2) In-house training can enhance teachers’ skills in arranging attitudes assessments during the learning process. The contribution of this research theoretically maintains the arranging steps of Likert assessment scale and practically improve teachers’ skills in arranging attitude assessment in teaching and learning process.</em></p>
This study was designed to evaluate academic supervision program at PAUD Tunas Kasih, Magelang, using Context, Input, Process, Product (CIPP) evaluation model. The results of the study were expected to provide inputs to decision-makers for subsequent programs. The respondents of this descriptive-qualitative research included the school principal, six teachers, and a school managerial staff. Data collection was done through interviews, observation and document studies. Triangulation of data sources and methods validated the data, subsequently analysed through data condensation, data display, conclusion drawing and verification. Findings indicated the context evaluation revealed a need for academic supervision based on the condition and the need for teacher’s quality improvement. The input evaluation described the well-planned program—using different techniques, involving the teachers in their readiness, supported by available budget and infrastructure. The process evaluation reported the implementation of the planned techniques, with some adjustments based on the on-going condition, supported by the teachers’ readiness as well as participation and how they handle the constraints. The product evaluation found out that the academic supervision program had positive impacts and achieved the planned goals. It also discovered teachers’ positive responses and some follow-up plans. Lastly, this study gave recommendations to improve the local supervision programs, inputs to the school management, and ideas for future researches.
ABSTRACT This research aimed to increase the quality of instruction through academic supervision with collaborative approached done by school principlas at SD Negeri Kabupaten Grobogan. This research is a school action research. Kemmis and Taggart model is used in this action research model and it was done in two cycles. In each cycle there are planning, implementation and observation and reflection. There are 10 people who were the subject of the research consist of 1 school principal and 9 teachers of SD Negeri Kabupaten Grobogan. The result of the research shows that the quality of instruction score from cycle I and II had increased. In cycle I the average score is 67,5 and in cycle II it became 90. Steps of academic supervision with collaborative approach includes (1) planning-defining supervision goal, schedule, technique chosen and instruments used; (2) implementation after socaliazation and agreement with teacher, the implementation included examining the learning instruments, observing the learning prosess, doing the assessment of learning; (3) the analysis of supervision result was done by identify the strength and weaknesses of teacher and then drown a concussion. Based on the research result and discussion, it can be concluded that academic supervision done by school principla could increase the quality of teachers’ instruction. Key words: academic supervision, collaborative approach, quality of instruction.
The research aimed at identifying the relation between mindfulness and life satisfaction among guidance and counseling students. The research was a correlational study using Kendall's Tau-b correlation analysis technique. The respondents were 135 students from the Guidance and Counseling Study Program, Faculty of Teachers Training and Education, Universitas Kristen Satya Wacana. The data were gathered using the mindfulness scale and the life satisfaction scale. The results of the research showed that there had been positive and significant relationship between mindfulness and life satisfaction among the students of Guidance and Counseling Study Program, Faculty of Teachers Training and Education, Universitas Kristen Satya Wacana with the correlation coefficient rxy = 0.172 and p 0.007 (p < 0.01). The higher mindfulness score, the higher life satisfaction score, and vice versa.Abstrak: Penelitian ini bertujuan untuk mengetahui hubungan antara mindfulness dengan kepuasan hidup mahasiswa Bimbingan dan Konseling. Jenis penelitian ini adalah penelitian korelasional dengan teknik analisis korelasi Kendall's Tau-b. Responden adalah 135 mahasiswa Bimbingan dan Konseling (BK), Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Kristen Satya Wacana (UKSW). Data dikumpulkan dengan instrumen skala mindfulness dan skala kepuasan hidup. Hasil penelitian menunjukkan ada hubungan yang signifikan dengan arah positif antara mindfulness dengan kepuasan hidup mahasiswa BK FKIP UKSW dengan koefisien korelasi rxy = 0,172 dan p = 0,007 (p < 0,01). Artinya, semakin tinggi skor mindfulness, maka akan semakin tinggi skor kepuasan hidup, begitu pula sebaliknya. Kata kunci: mindfulness; kepuasan hidup; mahasiswa bimbingan dan konselingKepuasan hidup adalah penilaian umum individu terhadap kehidupannya (Diener, 2000). Penilaian ini sebagai tanda rasa puas individu (Diener, Kesebir, & Lucas, 2008). Kepuasan secara umum meliputi: kepuasan terhadap kondisi yang dicita-citakan; kepuasan terhadap kondisi yang luar biasa; kepuasan terhadap perasaan bahagia; kepuasan terhadap hal-hal yang dianggap penting di dalam kehidupan; serta kepuasan yang ditandai dengan tidak ada hal di dalam kehidupan yang perlu untuk diubah oleh individu (van Beuningen, 2012). Kepuasan hidup bersifat subjektif dan berdampak positif bagi individu.Kepuasan hidup merupakan salah satu komponen kesejahteraan subjektif (subjective wellbeing), selain sisi komponen afek positif dan negatif (Diener et al., 2008). Kepuasan hidup dilihat dari sisi kognitif dan kondisi sadar. Individu perlu menilai kehidupannya secara umum daripada hanya menilai di domain kepuasan yang spesifik pada proses evaluasi yang merefleksikan nilai dan tujuan keadaan individu dalam perspektif jangka panjang (Pavot & Diener, 2009). Psikologi positif
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