21st Century Change Drivers

Rock, Marcia L.; Spooner, Fred; Nagro, Sarah A.; Vasquez, Eleazar; Dunn, Cari; Leko, Melinda M.; Luckner, John L.; Bausch, Margaret E.; Donehower, Claire; Jones, Jennie L.

doi:10.1177/0888406416640634

Cited by 49 publications

(25 citation statements)

References 80 publications

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“…Pendidikan merupakan proses yang didalamnya memiliki pengetahuan, keterampilan, dan secara efektif dapat mengembangkan sikap akademis kepada siswa (Rock et al, 2016). Perkembangan pendidikan harus sejalan dengan ketentuan yang bersifat mendasar untuk perkembangan ilmu pengetahuan (Aninda & Suryadarma, 2017).…”

Section: Pendahuluanunclassified

“…Paradigma pendidikan yang ada di Indonesia mengalami pergeseran seiring dengan tuntutan zaman (Juliyanto, 2017). Abad ke-21 menuntut adanya pendidikan yang komprehensif dan kohesif sehingga prosesnya dapat fokus pada pengetahuan yang dapat diaplikasikan pada dunia nyata (Johnson, 2015;Rock et al, 2016). Pada dasarnya pendidikan di Indonesia mengalami perubahan dari pembelajaran verbalisme menuju ketrampilan aplikatif (Permendikbud Nomor 22 Tahun 2016).…”

Section: Pendahuluanunclassified

“…Selain itu untuk mencapai tujuan pembelajaran yang baik memerlukan sebuah rancangan pembelajaran yang baik pula dalam meningkatkan hasil belajar siswa berdasarkan standar intelektual siswa (Nurkholis, Miarsyah, Indrayanti, 2018). Kemampuan siswa terhadap standar intelektual juga dipengaruhi oleh faktor sosial ekonomi dari pendidikan orang tua dan mobilitas di lingkungan keluarga (Rock et al, 2016).…”

Section: Pendahuluanunclassified

“…Masyarakat di kawasan pegunungan DIY sebagian besar memiliki pekerjaan dibidang peternakan, pertanian, dan pariwisata (Pratomo, 2006). Kondisi lingkungan masyarakat yang demikian menjadi faktor kurang optimalnya siswa dalam kemampuan berpikir ilmiah, selain itu kondisi sosial ekonomi dari pendidikan orang tua juga menjadi faktor yang mempengaruhi standar intelektual siswa (Rock et al, 2016). Menurut Hargreaves, Kvalsund, & Galton (2009) proporsi pendidikan di masyarakat yang berada di daerah pedesaan masih tergolong prioritas nasional yang rendah.…”

Section: Hasil Dan Pembahasanunclassified

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Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta

2018

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Penelitian ini bertujuan untuk menganalisis berpikir ilmiah siswa SMA Negeri kelas XI IPA di kawasan pegunungan Daerah Istimewa Yogyakarta (DIY). Jenis penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir ilmiah yang terdiri dari 25 item soal yang mengandung aspek berpikir ilmiah yaitu: (1) inquiry; (2) analisis; (3) inferensi; dan (4) argumentasi dan pengambilan data lainnya dengan wawancara. Penelitian dilakukan di SMA Negeri 1 Pakem dan SMA Negeri 1 Girimulyo kelas XI IPA kawasan pegunungan Daerah Istimewa Yogyakarta. Keseluruhan jumlah populasi yaitu 280 siswa dengan jumlah sampel 78 siswa. Pemilihan sampel menggunakan metode cluster random sampling. Data yang diperoleh selanjutnya diuji menggunakan statistik deskriptif kualitatif. Hasil penelitian menunjukkan perolehan pada masing-masing aspek yaitu: (1) inquiry: 43% ; (2) analisis: 44% ; (3) inferensi: 42% ; dan (5) argumentasi: 55%. Hasil persentase menunjukkan bahwa kemampuan berpikir ilmiah masih kurang optimal karena rata-rata perolehan masih di bawah 50%. Hal ini disebabkan sebagian besar kemampuan berpikir ilmiah siswa di kawasan pegunungan DIY masih kurang dioptimalkan. Daerah pegunungan merupakan faktor yang berpengaruh langsung terhadap kemampuan berpikir ilmiah siswa. Kata kunci: Kemampuan berpikir ilmiah Pegunungan DIY Topografi daerah ABSTRACT Key word: DIY mountains Regional topography Scientific thinking ability Scientific thingking skill analyze of students' XI IPA at mountainous region of Daerah Istimewa Yogyakarta. This study aims to analyze the scientific thinking of students of the eleventh grade of science class high school in the mountainous areas of Special Region of Yogyakarta (DIY). This type of research is qualitative descriptive. Data collection was carried out using a scientific thinking ability test consisting of 25 items containing scientific thinking aspects: (1) inquiry; (2) analysis; (3) inference; and (4) argumentation and other data collection by interview. The research was conducted at SMA Negeri 1 Pakem and SMA Negeri 1 Giriulyo in 11th grade of science class in the mountainous areas of Special Region of Yogyakarta. The total population is 280 students with a total sample of 78 students. Sample selection using cluster random sampling method. The data obtained are then tested using descriptive qualitative statistics. The results of the study show that the acquisition of each aspect: (1) inquiry: 43%; (2) analysis: 44%; (3) inference: 42%; and (5) argumentation: 55%. The percentage results indicate that the scientific thinking ability is still less than optimal because the average acquisition is still below 50%. This is because most of the scientific thinking abilities of students in the DIY mountainous areas are still not optimized. Mountainous areas are factors that directly influence the ability of students to think scientifically.

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Section: Pendahuluanunclassified

Section: Hasil Dan Pembahasanunclassified

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Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta

2018

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“…The need for these skills has been expressed by current leaders in the field based on their higher education experience in preparing a range of personnel, from classroom teachers to college instructors to university researchers (deBettecourt, Hover, Rude, & Taylor 2016;McLaughlin, West, & Anderson, 2016). The requirement for special educators to be competent in policy and advocacy is essential to ensure they are well equipped to support the students they teach, both in the classroom and at the administrative level (Rock, Spooner, Nagro, Vasquez, Dunn, Leko, Luckner, Bausch, Donehower, & Jones, 2016), especially given the continuing fragile nature of budgets to support special education at all levels (West & Sheperd, 2016;Whitby & Wienke, 2012).…”

Section: Introductionmentioning

confidence: 99%

Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships

Rodríguez

Powell

Straub³

et al. 2019

IJEPL

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It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The Pew Charitable Trust initiated a survey to uncover resources and experiences impacting doctoral-level preparation at institutes of higher education. Results indicated that fewer than 30 percent of doctoral students were provided the opportunity for an internship experience. Thus, a large university located in the southeast United States created an internshipexperience reflective of current policies and trends within the field of special education. This article discusses interns’ responsibilities with reference to policy and politics, opportunities for mentorship, the development of personal contacts and networking, and the impact of each experience on the intern’s future role in special education teacher education and advocacy.

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Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

VanLone

Pansé-Barone

Long

2022

International Journal of Educational Research Open

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The COVID-19 pandemic required many school districts and teacher preparation programs to make major changes to student teaching placements. Preservice students who completed student teaching during the academic year 2019- 2020 are now employed as first year teachers, yet the impact these changes had on teachers’ self-efficacy is not clear. First-year teachers (N=162) responded to a survey which included items from the teachers’ sense of self-efficacy scale (TSES) to understand how teacher self-efficacy differed based on disruptions to student teaching placements and current teaching modality (hybrid, virtual, in-person). Participant responses to quantitative survey items were analyzed using a two-way MANOVA, while a qualitative survey item was analyzed using thematic analysis. Results from the two-way MANOVA show a significant interaction at the p <.05 level between current teaching modality and change in student teaching placement on overall teacher self-efficacy ( p =.003), student engagement ( p =.005), and instructional strategies ( p =.001). Thematic analysis resulted in 11 themes sorted into positive, neutral, or negative impact categories with the greatest number of themes in the negative impact category. Overall, the results add to the knowledge base about the importance of student teaching to teacher self-efficacy. Implications for higher education faculty, policymakers, and school leaders are discussed.

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21st Century Change Drivers

Cited by 49 publications

References 80 publications

Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta

Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta

Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships

Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

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