Usaha guru fisika dalam mengembangkan profesionalnya: studi kasus di Kota Makasar

Penelitian ini mengidentifikasi usaha guru fisika untuk belajar serta konten yang harus dipelajari pada suatu program pengembangan profesional. Penelitian dilakukan kepada guru fisika di 17 SMPN yang ada di Kota Makassar. Penelitian ini menggunakan metode kualitatif dan instrumen pengumpulan datanya menggunakan kuesioner dengan pertanyaan terbuka, wawancara, observasi, dan dokumentasi. Sementara metode kuantitatif sederhana digunakan dengan kuesioner dimana 36 guru fisika berpartisipasi. Hasil penelitian menunjukkan bahwa untuk meningkatkan kompetensi pengetahuannya, guru fisika melakukannya dengan berbagai cara: belajar mandiri, bertukar pikiran dengan sesama guru, belajar melalui internet, mengikuti program pelatihan dan kursus-kursus, dan melanjutkan pendidikan. Selanjutnya didapatkan pula bahwa sebagian besar guru fisika (78%) menginginkan ICT sebagai konten yang harus dipelajari dalam mengembangkan profesionalnya. Meskipun banyak juga guru yang memilih konten materi pengajaran, konten kurikulum dan pengajaran, dan konten pengetahuan pedagogi sebagai alternatif kedua

Teachers in action: delivering individualized education plan

The role of teachers involved is very important for an individualised education plan (IEP) to serve its purpose to children with special needs. This is because they are engaged directly in the programme's implementation and in determining the children's learning. Additionally, the role would require them to forge collaboration with the parents for a successful programme. The objective of this research is to investigate the teachers' perceived role in the IEP. Two types of instruments were used; semi-structured interview on seven teachers and questionnaires on 17. Results indicate that the teachers believe they understood their roles and have met them. They also feel that involving parents in the programme is important. Planning and reporting on activities carried out is also important, but they should be receptive and sensitive in the process. Furthermore, they admit that they could improve further become more effective. To this, it is concluded that the school plays and important role in support of the teachers' growth and competency in the field.Teachers, individualized education plan, collaboration

Persepsi guru dan pelajar terhadap perlakuan buli di kalangan pelajar sekolah-sekolah menengah di daerah Batu Pahat

Kajian ini bertujuan untuk mengenal pasti kekerapan dan jenis perlakuan buli serta program–program intervensi yang terdapat di sekolah menengah di daerah Batu Pahat. Kajian ini juga bertujuan untuk mengenal pasti persepsi pelajar dan guru tentang perlakuan buli di kalangan pelajar sekolah menengah serta isu–isu keselamatan. Seramai 80 orang guru dan 480 orang pelajar dari lapan buah sekolah menengah daerah Batu Pahat yang dipilih secara rawak dilibatkan dalam kajian ini. Segala maklumat dikumpulkan melalui Instrumen Soal Selidik Hubungan Sebaya (Peer Relations Questionnaire – PRQ) dan Soal Selidik Sifat dan Kelaziman Perlakuan Buli di Sekolah. Hasil kajian menunjukkan bahawa terdapat perbezaan persepsi antara pelajar dan guru berkenaan kekerapan buli di kalangan pelajar sekolah menengah. Perlakuan buli secara verbal merupakan perlakuan buli yang paling kerap berlaku berbanding perlakuan buli secara fizikal. Guru dan pelajar juga sependapat bahawa mereka perlu disedarkan dan saling bekerjasama untuk mencegah dan menangani masalah perlakuan buli ini di sekolah. Tahap keinginan pelajar untuk membuli berada pada tahap yang rendah. Vandalisma atau merosakkan harta benda sekolah merupakan isu keselamatan yang dianggap pelajar sebagai paling serius di sekolah. Rakan merupakan orang yang paling kerap dirujuk oleh pelajar berbanding pihak lain berkenaan masalah buli di sekolah. Program intervensi mempunyai hubungan yang signifikan dengan kekerapan perlakuan buli pada tahap sederhana. Menurut persepsi guru, program intervensi berasaskan sekolah terutama sekali peraturan sekolah dan lembaga disiplin sekolah merupakan program intervensi yang paling berkesan bagi mencegah dan menangani masalah perlakuan buli di sekolah menengah

Parents as stakeholders: Their expectations in individualized education plan for special education

The importance of equality among people cannot be over-stressed as it is already now which includes children with disabilities. Hence, the Individualised Education Plan (IEP) for special education was born. The objective of this research is to investigate parents' expectations towards the implementation. To gather data, semi-structured interviews are deployed to seven teaches and five parents while questionnaires are given to 17 teachers and 26 parents. The findings show that parents are satisfied with the services that teachers gave and showed in the IEP implementation. They also have high expectations towards the teachers and other issues such as the placement of specialists to provide more support and better understanding from the teachers. These results mean that misunderstanding could surface between both the teachers and parents. Therefore, collaboration between both parties should be worked out so that the IEP process could take place smoothly. Also, the schools should look into hiring specialist into the program as teachers would be able to learn from them

Parents as stakeholders: Their expectations in individualized education plan for special education

The importance of equality among people cannot be over-stressed as it is already now which includes children with disabilities. Hence, the Individualised Education Plan (IEP) for special education was born. The objective of this research is to investigate parents' expectations towards the implementation. To gather data, semi-structured interviews are deployed to seven teaches and five parents while questionnaires are given to 17 teachers and 26 parents. The findings show that parents are satisfied with the services that teachers gave and showed in the IEP implementation. They also have high expectations towards the teachers and other issues such as the placement of specialists to provide more support and better understanding from the teachers. These results mean that misunderstanding could surface between both the teachers and parents. Therefore, collaboration between both parties should be worked out so that the IEP process could take place smoothly. Also, the schools should look into hiring specialist into the program as teachers would be able to learn from them

Teachers in action: delivering individualized education plan

The role of teachers involved is very important for an individualised education plan (IEP) to serve its purpose to children with special needs. This is because they are engaged directly in the programme's implementation and in determining the children's learning. Additionally, the role would require them to forge collaboration with the parents for a successful programme. The objective of this research is to investigate the teachers' perceived role in the IEP. Two types of instruments were used; semi-structured interview on seven teachers and questionnaires on 17. Results indicate that the teachers believe they understood their roles and have met them. They also feel that involving parents in the programme is important. Planning and reporting on activities carried out is also important, but they should be receptive and sensitive in the process. Furthermore, they admit that they could improve further become more effective. To this, it is concluded that the school plays and important role in support of the teachers' growth and competency in the field

Constraints and improvement : a case study of the Indonesia’s international standard school in improving its capacity building

Improving school capacity building becomes one of the major themes in the educational effectiveness research. This paper investigates implementation of the international standard school (SBI) policy in Indonesia which as an effort of school capacity building improvement in the country. Using framework that is developed by King and Newman (2001), several dimensions of capacity building with relation to knowledge, skill and disposition of individual staff, and professional learning community in a secondary school that is located in a small city in West Java, Indonesia involved in the program is analysed. It is found that policy structure of Indonesia’s SBI has not been adequately designed and developed to gear the school towards significant direction in terms of improving its capacity building. Teachers have difficulties to reach international requirements’ such as communicating in English in teaching, program to improve the language fluency also not worked properly. School was not utilizing capacity to increase professional learning community between teachers, but rely on usual program

Revitalizing rural schools: a challenge for Malaysia

Schools in rural areas play a significant role in helping a nation educate its people. In reality, however, they often receive less attention from the government in its reform agenda. This is likely due to the fact that the office of education is usually located in urban areas (Theobald, 2005) and the remoteness of rural schools (Mitra, Dangwal, & Thadani, 2008). Nevertheless, this phenomenon (i.e. lack of attention from government), especially in developed countries (e.g. The United States of America and Australia), is no longer a trend (Howley, 2006). Today, the focus of educational reforms has been to revitalize rural schools so that they can be more like their urban counterparts (Freeman & Anderman, 2005) especially in developing countries context

Too difficult to reach: a case study of the implementation of teaching-learning English in Indonesia's international standard schools

The fast changing world and global interconnectedness have led to many changes which have impacted on education. To name a few, schools in developed countries face many challenges conforming to standards-based reform, public accountability, school based management, and digital technologies (Hopkins and Jackson, 2003). Such situations have made governments in developing countries, including Indonesia, take initiatives by imposing policies on their school system to keep the educational sector in line with the global challenge

School committee: an implementation of school based management policy at school level in Indonesia

The collapse of the New Order regime in 1998 made many significant changes toIndonesia. In the education sector ideas about school based management have becomeincreasingly popular and public regarded as best solution to the school system. Four years later, Indonesian‟s ministry of national education released a decree which regulate school based management with the introduction of school committee that to be established at school level. Using qualitative inquiry, the researchers approached the study in two ways: document analysis of the decree regard to school committee issue; and collected data from schools and district level stakeholders in Mataram through questionnaire, interview, observation and document analysis to reveal their perception about school committee. It is found that the regulation apply „one size fits all‟ model regard to different type of education institutions in the school system; the schools follow the policy and establishing school committee, but still continuing earlier practices like previous body