GAMBARAN PERILAKU MENYIKAT GIGI PADA SISWA SEKOLAH DASAR

Latar Belakang: Perilaku menyikat gigi pada anak harus dilakukan dalam kehidupan sehari-hari tanpa ada perasaan terpaksa. Kemampuan menyikat gigi secara baik dan benar merupakan faktor yang cukup penting untuk perawatan kesehatan gigi dan mulut. Keberhasilan menyikat gigi juga dipengaruhi oleh faktor penggunaan alat, metode menyikat gigi, sert frekuensi dan waktu menggosok gigi yang tepat. Tujuan: Diketahui gambaran perilaku menyikat gigi pada siswa Sekolah dasar. Metode: jenis penelitian yang digunakan adalah Deskriptif Observasional yaitu penelitian yang bertujuan hanya menggambarkan fenomena yang ditemukan dengan rencana membagikan kuesioner ke siswa SD IT Generasi Mulia melalui Online. Pengambilan sampel menggunakan teknik Quota Sampling yang berjumlah 187 siswa namun siswa yang masuk dalam kriteria hanya berjumlah 34 siswa dengan usia 8-10 tahun. Penelitian dilaksanakan pada bulan Maret 2021. Pengambilan sampel dengan cara memberikan kuesioner untuk mengetahui perilaku menyikat gigi. Hasil: hasil penelitian menunjukan sebagai besar rsponden berjenis kelamin laki-laki 23 siswa (67,6%) dan jenis kelamin perempuan 11 siswa (32,4%). Berdasarkan usia terdapat responden umur 8 tahun 1 siswa (2,9%), umur 9 tahun sebanyak 23 siswa (67,6%), kemudian usia 10 tahun sebanyak 10 siswa (29,4%). Berdasarkan penilaian perilaku menyikat gigi terdapat tiga kategori Baik sebanyak 13 siswa (38,2%), kategori Cukup sebanyak 21 siswa (61,8%), dan kategori jelek tidak ada. Kesimpulan: siswa-siswa kelas III SD IT Generasi Mulia memiliki perilaku menyikat gigi Cukup. Kata kunci: perilaku, menyikat gig

Evaluation of teacher professional development program: A review of pre-service English teacher professionalism

The growing need for proficient educators has driven the government to establish extensive Pre-service Teacher Professional Development Programs. This research examined the implementation of the English Language Pre-service Teacher Professional Development Program at Universitas Muhammadiyah Malang. Employing a field research approach, this qualitative study utilized the CIPP (Context, Input, Process, and Product) model to analyze the program's effectiveness. The study yielded descriptive data, shedding light on the program's impact on participants' professionalism. The findings revealed a significant enhancement in the participants' professional competencies. This improvement is evident in their expanded knowledge of pedagogical content, as well as their heightened skills in preparing all facets related to the English language teaching (ELT) process. This encompasses the creation of ELT materials, instructional media, the utilization of diverse teaching, and school administrative management. The significance of this research lies in its contribution to the ongoing discourse on teacher professional development in the context of English language education. The study's insights could inform educational policymakers, curriculum designers, and teacher training institutions about the strengths and areas of improvement within the program. This research aimed to enrich the quality of English language education and foster the growth of proficient and dedicated educators

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education

Experimental evidence of enhancing scientific reasoning through guided inquiry model approach

As far as the fast-growing world of science education is concerned, the goal of teaching is not merely how to make students understand the key concepts in science, but it is also to prepare students to accomplish the prerequisite of higher order thinking skills, i.e. scientific reasoning. It covers problem-skill and reasoning abilities, from gathering to revising hypothesis, as the manifestation of knowledge change and knowledge achievement processes obtained by inquiry activities. Therefore, studies on exploring students’ scientific reasoning have magnetized experts in science education. Herein, guided inquiry model was conveyed to investigate the scientific reasoning of students in junior high school on the topic of pressure. The model was implemented for three consecutive meetings. The analysis was based on the students’ answers on 10 two-tier multiple choice questions and the questions comprised of 7 scientific reasoning indicators. After implementing the guided inquiry model and conducting the pretests and posttests in the classroom with 32 students, some important findings are found as follows: (1) increased scores of students’ tests are observed for each scientific reasoning indicator and each question and (2) every syntax of the guided inquiry provides an uplift to students’ scientific reasoning ability. The detailed evaluation of each two-tier question and indicator is described in this present paper