1,198,039 research outputs found

    PENGGUNAAN BAHAN AJAR DALAM PEMBELAJARAN IPS SMP BERBASIS KONTEKSTUAL PADA SISWA KELAS VII SMP NEGERI 1 PURWANTORO WONOGIRI

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    This research aim: 1. Describe how teacher use the teaching material in Social Subject in Junior High School 1 Purwantoro up until now. 2. Describe the constraint and how to overcome it. 3. Describe the usage result of the teaching material in study of Social for Junior High School in Purwantoro 1 Junior High School. This research takes place in Purwantoro 1 Junior High School, Wonogiri Regency. This research metod is descriptive research of qualitative. This research wants to describe and expose the usage of teaching material in study of Contextual Based Social for Junior High School in Purwantoro 1 Junior High School according to the condition and the situation at the moment. Strategies utilized in this research are interviewing, question airing, observing, and documenting. The result of this research concludes that teaching material in Study of Contextual Based Social for Junior High School in Purwantoro 1 Junior High School, evaluated from its form covered : a). Printed teaching material consist. b). Heard Teaching Material (audio) consist. c) Visual and Listening Teaching Material consist. d). Interactive teaching material like compact disc (doesn’t yet able to be executed) e). Environment teaching material (geography, history, and economics) still applied in class theory level. Current result achieved from the use of teaching materials in learning of Social for Junior High School in Purwantoro Junior High School are: 1) Provide better learning environment for teachers and students. 2) Help students and make them easy to learn Social. 3) Improve student’s learning achievement proved with 79,895 average score (it exceeds current KKM set by the teachers: 72) Keywords : The Use of, Teaching Materials of Contextual Based Social for Junior High School

    PENGGUNAAN BAHAN AJAR DALAM PEMBELAJARAN IPS SMP BERBASIS KONTEKSTUAL PADA SISWA KELAS VII SMP NEGERI 1 PURWANTORO WONOGIRI

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    This research aim: 1. Describe how teacher use the teaching material in Social Subject in Junior High School 1 Purwantoro up until now. 2. Describe the constraint and how to overcome it. 3. Describe the usage result of the teaching material in study of Social for Junior High School in Purwantoro 1 Junior High School. This research takes place in Purwantoro 1 Junior High School, Wonogiri Regency. This research metod is descriptive research of qualitative. This research wants to describe and expose the usage of teaching material in study of Contextual Based Social for Junior High School in Purwantoro 1 Junior High School according to the condition and the situation at the moment. Strategies utilized in this research are interviewing, question airing, observing, and documenting. The result of this research concludes that teaching material in Study of Contextual Based Social for Junior High School in Purwantoro 1 Junior High School, evaluated from its form covered : a). Printed teaching material consist. b). Heard Teaching Material (audio) consist. c) Visual and Listening Teaching Material consist. d). Interactive teaching material like compact disc (doesn’t yet able to be executed) e). Environment teaching material (geography, history, and economics) still applied in class theory level. Current result achieved from the use of teaching materials in learning of Social for Junior High School in Purwantoro Junior High School are: 1) Provide better learning environment for teachers and students. 2) Help students and make them easy to learn Social. 3) Improve student’s learning achievement proved with 79,895 average score (it exceeds current KKM set by the teachers: 72) Keywords : The Use of, Teaching Materials of Contextual Based Social for Junior High School

    Perceptions Regarding the Effectiveness of Co-Teaching Practices to Support Students With Learning Disabilities in Secondary Inclusive Classrooms: Case Study

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    Despite the prevalence of students with specific learning disabilities (SLDs) and using co-teaching in inclusive classrooms, there is a lack of empirical evidence regarding the effectiveness of co-teaching for these students in the secondary level. Therefore, the purpose of this case study was to expand the research on supporting secondary students with SLDs in co-taught inclusive settings. More specifically, the researcher examined the perceptions of students and co-teachers regarding the co-teaching practices to support students with SLDs after conducting classroom observations. The study took place in a high school located in Colorado. The participants included seven co-teachers, four students with SLDs, and four students without disabilities. The school and the participants were selected purposefully. The data were collected by using classroom observations, artifacts, field notes, and individual interviews. Data were organized by NVivo and analyzed by following Yin’s model (2011), which included five steps: (a) compiling, (b) disassembling, (c) reassembling, (d) interpreting, and (e) concluding. The findings regarding the co-teachers’ perceptions were presented in seven main themes: (a) co-teaching as a school-wide practice, (b) co-teachers’ practices to create an interactive learning environment, (c) challenges regarding meeting grade-level expectations, (d) providing support to make content accessible for all students, (e) co- teachers’ comfort levels in their area of expertise, (f) benefits of co-teaching, and (h) keys of supporting students with SLDs in co-taught classrooms. Three main themes were used to summarize the perceptions of students with SLDs: (a) benefits of being included in co-taught classrooms, (b) roles of co-teachers, and (c) preferred instructional strategies in a co-taught classroom. Four main themes were used to present the perceptions of students who were nonidentified with disabilities: (a) benefits of co-teaching, (b) roles of co-teachers, (c) students’ perceptions of group work, and (d) drawbacks of being in a co-taught classroom. The discussion of the findings revealed co-teaching represented a path to meet the needs of heterogeneous learners in inclusive settings, not only the needs of students with SLDs. The participants’ perceptions confirmed the complexity of understanding the effectiveness of co-teaching at the secondary level. More methodological efforts are needed to identify the procedural definition to robustly measure the effectiveness of co-teaching. Future research should focus on specific aspects such as grouping strategies, instructional practices, co-teachers’ roles, and challenges of secondary education that overlap with co-teaching models and individual characteristics of students and co-teachers. Practitioners and leaders at school and district level are recommended to continue working on identifying critical components of effective co-teaching to bridge the gap between individual goals of students with SLDs and grade-level standards. Giving voices to co-teachers and students with the alignment of school and district philosophies contribute into establishment high-quality co-teaching framework, relevant professional development to teaching partners, and evaluation suitable to the growth of co-teaching pairs

    A Phenomenological Study of High School Students\u27 Perceptions of English

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    The purpose of the study was to explore high school English students\u27 perspectives regarding the value associated with English and literature classes. The primary questions addressed in this study were focused on perceptions and atttitudes toward literature and real world value. The participants in this study were 15 high school seniors from a rural, public school and 15 high school seniors from an urban, private school. A phenonmenological study was designed to gather information on the following related questions:a)How does teaching style affect the perceptions that students have towards their English class?b)Do students see any real world value or application in their study of English at the high school level?c)What are the suggested changes that students would make to their English class?and d) From a student perspective, what is the most effective teaching method for the typical high school English or literature class?The study revealed two themes expressed by both private high school students and public high school students. These themes are:(1)Indirect methods of instruction including large amounts of discussion led to a positive view of English, and (2) Teacher interest and enthusiasm added utilitarian value to student views of their English classes. The study revealed onetheme that was unique to private high school students and their public school counterparts. While both private and public high school students indicated that their overall quality of life would suffer without the skills acquired in English class, public school students indicated a potential loss in future earnings if essential skills were not acquired throughout their English classroom experiences. These students stated that they were more likely to have lower paying jobs and salaries. Contrary to public school participants, private school students stated that the quality of their lives would suffer based on lack of college-related opportunities

    PENGEMBANGAN BAHAN AJAR BAHASA DAN SASTRA INDONESIA DENGAN MENGGUNAKAN PENDEKATAN TEMATIS PADA SISWA KELAS XI SMA NEGERI 1 TAPAKTUAN

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    Education at SMA Negeri 1 Tapaktuan is still faced with 4 obstacles in improving the quality of education, namely: (1) limited number of teachers and TU; (2) the uneven distribution of teachers; (3) lack of teacher professionalism; and (4) various facilities for teaching and learning activities that do not meet the standards, in particular the lack of procurement of Indonesian language textbooks that are relevant to the needs of students, schools, and regions in accordance with the demands of K-13. This research was conducted with the objectives of: (1) formulating the need for teaching materials according to teachers and students; (2) developing prototypes into Indonesian language and literature teaching materials with a thematic approach in high school; (3) knowing the effectiveness of the developed teaching materials; and (4) determine the feasibility of teaching materials for Indonesian language and literature with a thematic approach in high school. The research and development (R&D) method is used in this research to produce teaching materials. The results obtained:  1)  the  need  for  teaching  materials  according  to  teachers  and  students, paying attention to: (a) the language context for various language purposes, (b) keeping up with the times, (c) according to K13 by raising themes around students, (d) relevance between teacher and student teaching materials; (f) assignments/practices can activate students, (g) the material attracts students' interest, is clear, and easy to understand, and (h) is relatively ready to use in minimal school facilities; 2) developing prototypes into Indonesian language and literature teaching materials with a thematic approach in high school is done by: (a) compiling syllabus, lesson plans, teacher teaching materials and student teaching materials, (b) authentic  materials  and  assignments/exercises  developed  thematically  and situational and develop intellectual and affective insight, and (c) the assessment process is carried out by classroom assessment; 3) the results of the effectiveness test with  a  non-independent  t-test  showed  that  the thematic  teaching  materials  were effective; and 4) the results of the feasibility of developing Indonesian language and literature teaching materials with a thematic approach are stated to be good with components of content/material feasibility assessment 77.92%, linguistics 73.40%, material presentation 77.92%, and graphics 70

    Satisfying STEM Education Using the Arduino Microprocessor in C Programming

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    There exists a need to promote better Science Technology Engineering and Math (STEM) education at the high school level. To satisfy this need a series of hands-on laboratory assignments were created to be accompanied by 2 educational trainers that contain various electronic components. This project provides an interdisciplinary, hands-on approach to teaching C programming that meets several standards defined by the Tennessee Board of Education. Together the trainers and lab assignments also introduce key concepts in math and science while allowing students hands-on experience with various electronic components. This will allow students to mimic real world applications of using the C programming language while exposing them to technology not currently introduced in many high school classrooms. The developed project is targeted at high school students performing at or above the junior level and uses the Arduino Mega open-source Microprocessor and software as the primary control unit

    Instructional Practices of High School Religion Teachers

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    High school religion teachers in Catholic schools are central to the mission of such schools and teach in every Catholic high school. Research on effective teaching has not traditionally included this subset of teachers. The overall purpose of this study was to research the best instructional practices for high school religion teachers in Washington State, explore how to best implement the best practices, and explore what opportunities for sharing best practices teachers currently have. The Survey of Instructional Practices (SIP) was created, piloted, revised, and administered in this study. The SIP provided information from high school religion teachers in Washington State about lessons deemed to engage students and enhance student learning, in addition to teachers’ opportunities for sharing ideas on best practices for teaching high school religion. The participants in this study reported on a best lesson taught in a high school religion class and many key findings emerged. The best instructional practices included: (a) discussion, (b) application to real-world situations, (c) application to student’s own life, (d) questioning by teacher, (e) cooperative or collaborative learning, and (f) identifying similarities and differences. Each of these practices is highlighted in the research on best instructional practices for teachers. Furthermore, four major themes emerged for how teachers can implement these practices, which included: (a) clear guidelines and directions, (b) students engaged, (c) student-centered, and (d) students working together. Lastly, participants in the study highlighted the opportunities for sharing best practices as being informal, yet helpful and important. Overall, the findings highlight two important themes for high school religion teachers: (a) the importance of collaboration, both for students and teachers, and (b) the importance of being engaged in the learning process

    A preferred vision for administering schools : a reflective essay

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    The most important assignment of the effective school leader is being responsible for establishing and maintaining a climate conducive to academic learning and achievement by the students. An effective school climate, which is promoted by the principal, includes: (a) setting academic achievement as the primary goal of the school; (b) ensuring that all members of the school community understand the importance of good teaching; (c) reducing the intrusions and disruptions in a school; (d) developing a good follow-up system for students who are tardy, absent, or disruptive; (e) being consistent in enforcing the rules, regulations and policies of the school; and (f) holding high expectations of self; teachers and students
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