Teachers’ Performance in Science Learning Management Integrated with Character Education

Isdaryanti, Barokah; Rahman, Maman; Sukestiyarno, YL; Florentinus, Totok Sumaryanto; Widodo, Widodo

doi:10.15294/jpii.v7i1.12887

Cited by 46 publications

(49 citation statements)

References 12 publications

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“…The function of education management, according to Isdaryanti et al (2018) and Peniati et al (2013) includes planning, organizing, directing, and controlling (Sukaningtyas & Sa'ud, 2016;Susilo et al, 2018). Meanwhile, six functions of education management have been proposed (Sumarti et al, 2015;Li, 2017;Anwar et al, 2013); namely: planning, organizing, mobilizing, coordinating, directing, and supervising.…”

Section: Resultsmentioning

confidence: 99%

“…In this respect, the improvement of biology teacher pedagogy competencies through MGMP in Surakarta in terms of aspects of materials in a row and based on the priorities were illustrated in Table 1 including (1) GCS review; (2) preparation of National Examination exercises and questions, followed by try-out; (3) preparation of student worksheets; (4) preparation of module; (5) preparation of learning tools (lesson plan, syllabus, and other learning tools); (6) comprehension of learning materials; (7) enrichment of laboratory materials; (8) CAR workshop; and (9) preparation of incidental materials. The program is also adjusted to teachers' needs to achieve the targets of national examinations in the field of biology subjects (Isdaryanti et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Anif

Sutama

Prayitno

et al. 2019

JPII

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The results of teacher competency test performed by the Centre of Human Resource Development on Education and Education Quality Assurance have indicated less effectiveness of a certification program. A regional subject teacher association called MGMP (Musyawarah Guru Mata Pelajaran) board, is also known as a forum of all subject teachers with a strategic role in increasing teachers' professionalism in carrying out their duties as professional teachers. The main objectives of the study were to describe the mechanism of pedagogical competence development activities for biology teachers in a post-certification program through MGMP forum and to identify the characteristics of the activities of biology MGMP. The research method was of survey type and the data collection instruments were a list of questions, polling, and a questionnaire. The respondents included the head of educational quality assurance agency or LPMP (Lembaga Penjamin Mutu Pendidikan) Central Java, education officers of Surakarta, principals, biology MGMP board, as well as biology teachers, selected through purposive sampling method. The results of this study revealed that the mechanisms and the procedures of activities to develop the pedagogical competence of biology teachers in the post-certification program in Surakarta through MGMP were: MKKS (Musyawarah Kerja Kepala Sekolah) or association of school principles networking initiate coordination with district education office, biology MGMP conducts a gathering to devise programs and activities for a year with guidance from supervisor and MGMP board, MKKS or coordinators of MGMP authorize devised programs and activities, implementation of needs-based activities, determination of resource persons, and evaluation to obtain feedback for programs and activities of subsequent years. Furthermore, characteristics of activities based on the priority were: review of Graduate Competency Standard (GCS); preparation of final exam exercises and national exam try-out, and analysis of previous national exam; preparation of student worksheets, preparation of modules, preparation of lesson plan (LP), comprehension of learning materials, enrichment of laboratory materials; workshop of classroom action research (CAR), and preparation of incidental materials. The outcomes produced by biology teachers after carrying out the activities were: final exam exercise, national exam try-out and GCS, syllabus and lesson plan, learning methods and appraisal instruments, CAR proposal, as well as modules/teaching materials/props. The constraints encountered in the implementation of the activities were: funding issues, unstructured and discontinuous programs, complexity of providing resource persons, absence of guidance and supervision, and lack of teacher's awareness. Meanwhile, several solutions to overcome the constraints in order to support the effectiveness of the activities were: comprehension of biology learning materials, enrichment of laboratory materials, collaboration with universities, CAR follow-up, more structured and c...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Anif

Sutama

Prayitno

et al. 2019

JPII

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“…Comparisons between men and women show that girls tend to reach higher levels of reasoning and more coherent reasoning skills, but the difference is not statistically significant. Because formal education institutions such as schools seem to only have very little role in developing student reasoning both male and female (Isdaryanti, Rachman, Sukestiyarno, Florentinus, & Widodo, 2018). The achievements of girls may be related to independence, maturity, and maturity of thinking.…”

Section: Effect Of the Interaction Between Ecoliteracy And Gendermentioning

confidence: 99%

Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women

Nadiroh

Hasanah

Zulfa

2019

IJG

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This study aims at explaining the behavior of students of the biology-Jakarta State University study program on environmental preservation in the perspective of ecoliteracy and critical thinking skills. Ecoliteracy is an understanding and behavior or the action of a person towards the environment. The results of the study show that there is no effect of the interaction between ecoliteracy and thinking Skills. In addition, there is also no interaction between ecoliteracy and gender. This study supports previous relevant research and provides new empirical information that ecoliteracy and critical thinking skills are the causes of someone contributing to preserving the environment. However, the influence of ecoliteracy interactions and critical thinking skills is not significant. In addition, the interaction in the ecoliteracy and gender perspective needs to be ignored because both of them make the same contribution. Therefore, the application of ecoliteracy must begin early. The application of ecoliteracy can also be integrated into the media that are currently developing rapidly. So that at the university level, the concept of ecoliteracy has emerged in a more creative and innovative form by initiating new innovations in the more advanced environment.

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“…According to Afandi (2011), character education will be the government's spotlight since many problems are related to moral deviations, cultural values, and ethics of the younger generation and national leaders (Noor & Prayitno, 2016;Lestari & Prayitno, 2016). The research outcomes suggest that the decrease in moral values of the nation is one of the impacts of globalization as well as the citizens who cannot encounter negative impacts (Dalgleish et al, 2007;Ghufron, Budiningsih & Hidayati, 2017;Isdaryanti, Rachman, Sukestiyarno, Florentinus & Widodo, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The students' character that still needs the guidance or advice in accordance with the realization of directive politeness acts in the discourse of education column of DNN is shown in Figure 2. The formations of character education needed by the students is based on the results of categorizing directive politeness acts in DNN, which are advising, asking, governing, inviting, criticizing, and prohibiting (least percentage) (Aisyah, 2014;Chen, 2017;Isdaryanti et al, 2018;Najeeb, Maros & Nor, 2012). The general description of the manifestation of directive politeness acts in accordance with the taxonomy of directive politeness acts contained in the discourse of education column in Kompas and Republika is illustrated in Table 1.…”

Section: Manifestation Of Directive Politeness Act Formsmentioning

confidence: 99%

Directive Politeness Act Strategy in the Discourse of Education Column in National Newspaper as the Formation of Students’ Character in Indonesia

Prayitno

Ngalim

Sutopo

et al. 2019

HSSR

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Purpose of the Study:This study aims to identify the forms of directive politeness act found in the educational discourse, to describe the directive politeness act technique and to formulate directive politeness act that can be used to form the readers' character, especially the students in Indonesia. Methodology:This study used a qualitative approach with multi-column data analysis technique design. The data source of this study was the directive politeness speech act containing a message of character formation in the discourse of education column in the Daily National Newspaper (DNN) Kompas and Republika in the period from January 2018 to March 2018. The data analysis in this research was carried out while the data processing and data validation technique were being conducted. The data analysis is supported by the taxonomy data analysis technique of the Levinson model underlain by the Indonesian cultural background. Result:The research results report that the use of directive politeness acts, in the discourse of education column in the daily national newspaper, can be divided into the politeness act of advising (9.62%), supporting (9.62%), and instructing (9.62%), by which the greatest number is gained. The directive speech act strategy in the discourse of education column can be divided into two types: direct strategy (83%) and indirect strategy (17%). The implication of the directive politeness act in the discourse of education column of DNN can be formulated into 11 character building values, which are religiosity, honesty, harmony-tolerance, discipline, sincerity and hard work, creativity, independence, democracy, curiosity, love for the homeland, and appreciation for other people's works and achievements. The value of honesty, religiosity, and tolerance becomes the strong feature of the discourse of education column in DNN. The results describe that the thriving and excellent main capital in building Indonesia are divinity, harmony, unity, and tolerance. Implications:The values of character education become a worthwhile benchmark in the framework to instill educational values and build readers' independence and maturity in the Indonesian context.

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Teachers’ Performance in Science Learning Management Integrated with Character Education

Cited by 46 publications

References 12 publications

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

Behavioral Geography: an Ecoliteracy Perspective and Critical Thinking Skills in Men and Women

Directive Politeness Act Strategy in the Discourse of Education Column in National Newspaper as the Formation of Students’ Character in Indonesia

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