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Jurnal Pendidikan dan Pengabdian Masyarakat, Feb 15, 2021
Lesson Study for Learning Community merupakan salah satu pola pembelajaran yang dikembangkan di J... more Lesson Study for Learning Community merupakan salah satu pola pembelajaran yang dikembangkan di Jepang sebagai upaya dalam meningkatkan kualifikasi pendidik dan kualitas pembelajaran yang didasarkan pada asas kolaboratif (saling membantu dan saling belajar). Guru-guru di SDN 6 Mataram yang mengikuti Workshop Internasional Pendidik Penggerak Pembelajaran Reflektif Melalui Transcript Based Lesson Analyses (TBLA) memerlukan pendampingan tindak lanjut kegiatan workshop pada bagian perancangan desain pembelajaran khususnya bagian penyusunan One Paper RPP. Oleh karena itu, kegiatan pengabdian ini dilaksanakan untuk memberikan pendampingan penyusunan desain pembelajaran melalui lesson study for learning community. Kegiatan pengabdian dilaksanakan melalui metode penyuluhan dan pendampingan dengan tatap muka dan tetap mengutamakan protokol kesehatan. Di akhir kegiatan masing-masing guru diberikan kesempatan untuk memberikan umpan balik terhadap jalannya kegiatan. Berdasarkan hasil rangkuman umpan balik yang diberikan oleh guru-guru dapat ditarik kesimpulan bahwa kegiatan pendampingan penyusunan desain pembelajaran melalui Lesson Study for Learning Community memberikan wawasan baru kepada guru-guru di SDN 6 Mataram dalam menyusun desain pembelajaran, serta penyusunan One Paper RPP yang sesuai dengan tuntutan Merdeka Belajar
Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019), 2020
This qualitative research aims to describe the challenges and strategies applied by primary schoo... more This qualitative research aims to describe the challenges and strategies applied by primary school teachers in Mataram in conducting classroom management. This study was designed with a narrative approach to express the teacher's experience in conducting the classroom management. Data were collected through interviews, observation, and documentation namely lesson plan and teacher's notes dealing with the implementation of classroom teaching and learning. The research found that the main challenges of teachers in managing classrooms are the teachers' understanding of classroom management and their assumptions about good students. For teachers, good students are students who obey the teacher's orders and have high motivation in learning, while the class is considered as physical environment that is entirely under the teacher's responsibility to be arranged. Regarding classroom management strategies, teachers tend to be reactive with a primary focus on the physical aspects and less attention on the social-emotional aspects of the class. When dealing with students' behavior problems, the teacher prefers a behavioristic approach. Thus, this study recommends that teachers should be given a wider access to the development of classroom management theory and practice so that they are able to develop integrative class management by involving students as the learning subjects. The future researches need to be directed to measure the effects of classroom management strategies on other variables such as learning motivation, attitudes toward teachers and learning material, student learning involvement, and the learning outcomes.
Universal Journal of Educational Research, 2020
Teachers' pedagogical knowledge determines learning environment for students. But teachers' pedag... more Teachers' pedagogical knowledge determines learning environment for students. But teachers' pedagogical knowledge is not always congruent with their actual teaching practices. This research aimed at exploring effect of teachers' pedagogical knowledge on students' life satisfaction and outcome. Causal-comparative was used as research design. Data were drawn from 222 students of grade 4-6 and 23 elementary school teachers using questionnaire. Statistical analysis was conducted by employed MANOVA followed by ANOVA. This research finds that there is a significant effect of teachers' pedagogical knowledge on students' outcome but not on students' life satisfaction. Students who were taught by teachers with cognitive-constructivism gain the highest outcome, followed by students who were taught by social-cognitive teachers and behaviorism teachers. Although there are differences in students' life satisfaction based on teachers' pedagogical knowledge, the differences are not statistically significant. This research comes to the conclusion that learning theories held by teachers influence students' learning outcomes. This research calls for teachers to adjust their teaching practices according to students' characteristics. Teachers also have an option whether they want to teach for academic achievement or for students' satisfaction. Moreover, finding of present research indicates the need for further investigation to disentangle the links between teachers' instructional practices and students' life satisfaction.
Jurnal Pendidikan dan Pengabdian Masyarakat, Feb 15, 2021
Lesson Study for Learning Community merupakan salah satu pola pembelajaran yang dikembangkan di J... more Lesson Study for Learning Community merupakan salah satu pola pembelajaran yang dikembangkan di Jepang sebagai upaya dalam meningkatkan kualifikasi pendidik dan kualitas pembelajaran yang didasarkan pada asas kolaboratif (saling membantu dan saling belajar). Guru-guru di SDN 6 Mataram yang mengikuti Workshop Internasional Pendidik Penggerak Pembelajaran Reflektif Melalui Transcript Based Lesson Analyses (TBLA) memerlukan pendampingan tindak lanjut kegiatan workshop pada bagian perancangan desain pembelajaran khususnya bagian penyusunan One Paper RPP. Oleh karena itu, kegiatan pengabdian ini dilaksanakan untuk memberikan pendampingan penyusunan desain pembelajaran melalui lesson study for learning community. Kegiatan pengabdian dilaksanakan melalui metode penyuluhan dan pendampingan dengan tatap muka dan tetap mengutamakan protokol kesehatan. Di akhir kegiatan masing-masing guru diberikan kesempatan untuk memberikan umpan balik terhadap jalannya kegiatan. Berdasarkan hasil rangkuman umpan balik yang diberikan oleh guru-guru dapat ditarik kesimpulan bahwa kegiatan pendampingan penyusunan desain pembelajaran melalui Lesson Study for Learning Community memberikan wawasan baru kepada guru-guru di SDN 6 Mataram dalam menyusun desain pembelajaran, serta penyusunan One Paper RPP yang sesuai dengan tuntutan Merdeka Belajar
Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019), 2020
This qualitative research aims to describe the challenges and strategies applied by primary schoo... more This qualitative research aims to describe the challenges and strategies applied by primary school teachers in Mataram in conducting classroom management. This study was designed with a narrative approach to express the teacher's experience in conducting the classroom management. Data were collected through interviews, observation, and documentation namely lesson plan and teacher's notes dealing with the implementation of classroom teaching and learning. The research found that the main challenges of teachers in managing classrooms are the teachers' understanding of classroom management and their assumptions about good students. For teachers, good students are students who obey the teacher's orders and have high motivation in learning, while the class is considered as physical environment that is entirely under the teacher's responsibility to be arranged. Regarding classroom management strategies, teachers tend to be reactive with a primary focus on the physical aspects and less attention on the social-emotional aspects of the class. When dealing with students' behavior problems, the teacher prefers a behavioristic approach. Thus, this study recommends that teachers should be given a wider access to the development of classroom management theory and practice so that they are able to develop integrative class management by involving students as the learning subjects. The future researches need to be directed to measure the effects of classroom management strategies on other variables such as learning motivation, attitudes toward teachers and learning material, student learning involvement, and the learning outcomes.
Universal Journal of Educational Research, 2020
Teachers' pedagogical knowledge determines learning environment for students. But teachers' pedag... more Teachers' pedagogical knowledge determines learning environment for students. But teachers' pedagogical knowledge is not always congruent with their actual teaching practices. This research aimed at exploring effect of teachers' pedagogical knowledge on students' life satisfaction and outcome. Causal-comparative was used as research design. Data were drawn from 222 students of grade 4-6 and 23 elementary school teachers using questionnaire. Statistical analysis was conducted by employed MANOVA followed by ANOVA. This research finds that there is a significant effect of teachers' pedagogical knowledge on students' outcome but not on students' life satisfaction. Students who were taught by teachers with cognitive-constructivism gain the highest outcome, followed by students who were taught by social-cognitive teachers and behaviorism teachers. Although there are differences in students' life satisfaction based on teachers' pedagogical knowledge, the differences are not statistically significant. This research comes to the conclusion that learning theories held by teachers influence students' learning outcomes. This research calls for teachers to adjust their teaching practices according to students' characteristics. Teachers also have an option whether they want to teach for academic achievement or for students' satisfaction. Moreover, finding of present research indicates the need for further investigation to disentangle the links between teachers' instructional practices and students' life satisfaction.