Teacher's Pedagogy Competence and Challenges  in Implementing Inclusive Learning in Slow Learner

Mumpuniarti, Mumpuniarti; Handoyo, Rendy Roos; Phytanza, Diajeng Tyas Pinru; Barotuttaqiyah, Dewi

doi:10.21831/cp.v39i1.28807

Cited by 23 publications

(17 citation statements)

References 23 publications

(54 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several research models on teacher development have been carried out. For example, developing insight into the teaching profession, developing teaching skills and skills in classroom action research (Arifa & Prayitno, 2019;Mumpuniarti et al, 2020). This development model can be an alternative in teacher development efforts, especially the teacher development model in improving the ability to use technology in the online learning program.…”

Section: Discussionmentioning

confidence: 99%

Students' Social Care During the COVID-19 Pandemic: How Do School and Family Make Collaboration to Develop it?

Aziz

Novezry²,

Siswoyo³

et al. 2021

JERE

View full text Add to dashboard Cite

Learning during the COVID-19 pandemic has caused difficulties that have not been resolved by the school and family, failing to develop social care characters in students. The presence of teachers who are not ready to teach online due to inadequate abilities and facilities Learning activities to develop Students' Social Care during the COVID-19 period have created various difficulties for teachers, parents, and students. Challenges that are not responded to appropriately by schools and families have resulted in low social care characteristics. This paper aimed to describe the social care character of students and analyzed the role of schools (teachers) and families (parents) during the learning process. This paper is research on data collected through an open questionnaire and online interviews. An open questionnaire was given to 24 students from three high schools in Malang, East Java Province. In addition, data were also obtained from ten teachers and nine parents. Teachers and parents have difficulty developing social care characters, resulting in the students' low social care character. The selection of the suitable learning model during the pandemic and harmonious cooperation between schools and families become a determinant of success in the learning process of students' social care characters. Thus, the online learning process should change the mindset of teachers and parents that the teacher-centred learning process is not suitable for a student-based learning process as learning actors who have the authority to seek and produce knowledge.

show abstract

Section: Discussionmentioning

confidence: 99%

Students' Social Care During the COVID-19 Pandemic: How Do School and Family Make Collaboration to Develop it?

Aziz

Novezry²,

Siswoyo³

et al. 2021

JERE

View full text Add to dashboard Cite

show abstract

“…To teach slow learner students, teachers need to challenge themselves to master differentiated learning to plan, manage, and assess learning by paying attention to the diversity of student characteristics through curriculum modification, learning accommodation, use of various methods and media. [19].…”

Section: Liberating Pedagogic Competencymentioning

confidence: 99%

Internship Students' Comprehension of Pedagogic Competency and of the Learning Theory of Liberating Learning

Ismaniati

Budiningsih

Sidabutar

2021

KSS

View full text Add to dashboard Cite

Indonesian education is challenged with low quality teacher training program management, outdated pedagogy of teaching and learning, a lack of teaching resources, no professional development follow-up for recently certified teachers, a lack of quality control of graduates who enter teacher training courses, and a lack of rigor in teacher training programs. In order to upgrade the quality of education, the government issued a Circular Letter of The Freedom of Learning Policy. This study aimed to determine students’ comprehension of the pedagogic competency and learning theory that liberates learners, which could be used as a basis in developing learning models to accommodate the Policy of Freedom of Learning. The research was a descriptive study with a quantitative approach, and 238 internship students were included who were randomly selected from 7 faculties. The data were collected online using tests and questionnaires. It was found that the mean score of students’ comprehension of pedagogical competency was 41.66, which can be considered low. The mean score of their comprehension of liberating learning theory was 51.43 which can be considered high. In addition, it was found that they agreed with the idealism of the educational leaders about liberating learning; this mindset was developed through taking a Learning Strategy course, Learning Theory course or both. The results of this study can be used to help develop liberating learning models for students. Keywords: comprehension, pedagogic competency, liberating learning theory, liberating learning

show abstract

“…Moreover, they are expected to have the teachers' competences. One of them is pedagogical competence which can help them face the diversity of students especially in elementary schools (Mumpuniarti, Handoyo, Pinrupitanza, & Barotuttaqiyah, 2020). In recent years, the teachers' quality and effectiveness have been the major issue in educational settings (Dutta, Halder, & Sen, 2017;Mahgoub & Alyas, 2014;Siri, Supartha, Sukaatmadja, & Rahyuda, 2020).…”

Section: Introductionmentioning

confidence: 99%

Does Elementary School Teacher’s Performance Matter?

Afandi

Wahyuningsih

Mayasari³

2021

View full text Add to dashboard Cite

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

show abstract

Teacher's Pedagogy Competence and Challenges in Implementing Inclusive Learning in Slow Learner

Cited by 23 publications

References 23 publications

Students' Social Care During the COVID-19 Pandemic: How Do School and Family Make Collaboration to Develop it?

Students' Social Care During the COVID-19 Pandemic: How Do School and Family Make Collaboration to Develop it?

Internship Students' Comprehension of Pedagogic Competency and of the Learning Theory of Liberating Learning

Does Elementary School Teacher’s Performance Matter?

Contact Info

Product

Resources

About