Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik

Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract.

Using author-devised cover letters instead of instructor-devised rubrics to generate useful written peer feedback comments

This study uses both qualitative and quantitative research methods in a mixed-methods approach to investigate whether the principled use of author-devised cover letters (CLs) within doctorate writing groups can result in more useful reviewer feedback comments than would be attained through the use of instructor-devised writing assessment rubrics. In this context, CLs are self-devised written documents that help the reviewers give the author useful and critical written feedback comments. Twenty participants in different discipline-specific writing groups were given explicit instruction about the importance and content of CLs during the peer feedback process. Their perceptions of a useful CL were obtained from post-course questionnaires and analysed qualitatively. In addition, their CLs at various stages of the feedback process were analysed quantitatively for genre, social presence, and evidence of teaching instruction, and compared to the CLs produced by 20 PhD students in similar writing groups who received minimal CL instruction. The study found that author-devised CLs, as opposed to instructor-devised rubrics, can allow the authors the flexibility of providing text-specific background details, requesting reviewer help on specific textual aspects, using social presence to develop a sense of writing community, and provide reflection upon their own writing.

The links between technology and principles of language teaching and learning: theoretical and practical insights

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction. In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience.

The Relationship of Affective, Behavioral and Cognitive Engagements in ESL Higher Learning Classroom

The 21st Century learning deems various transformative skills learners in order to equip the fresh graduates for the demand of the fast changing industry. One of the ways to ensure an effective learning environment is by establishing strong student engagement in the classrooms. Student engagement can be observed in several dimensions; behavioral, affective and cognitive. The present study uncovered the levels of student engagement in these three dimensions and their relationship with each other in an ESL course in a public university in Malaysia. The population was 180 undergraduates of the second semester and 120 undergraduates were randomly selected by cluster sampling. The researchers adopted a mixed-method approach that focused more on the quantitative approach. A questionnaire with 5-Likert scale items and open-ended questions were utilized. The analysis revealed a moderate level of engagement during instruction and affective engagement as the highest form of engagement among the students in the classroom. Pearson Correlation analysis presented moderate to strong, significant and positive relationships among the three dimensions. This study proves the importance of student engagement in higher education learning as an element that demands to be considered in the teaching instruction, and program administration planning.

The Academic Supervision of the School Principal: A Case in Indonesia

A principal plays a vital role in managing school and improving teacher's quality teaching instruction in the class. This study explores the academic supervision of the principal in helping teachers improve their teaching profession to enhance students’ learning outcomes. Secondary data were collected from the document of basic data of education of the Ministry of Education and Culture. The online survey and FGD as well as interview are used to collect data about the number of principal's monitoring teacher’s teaching activities in the class, the implementation of the principals’ supervision, and the improvement of teaching activities after supervision. The descriptive technique is used to analyse the data (Strauss dan Corbin, 1990, p. 62). The study reveals that the supervision follows the procedure (planning, implementation, reporting, and follow-up results of the supervision) as a guide of monitoring. However, in the implementation, all processes in the guidelines are not appropriately followed, due to the heavy burden of the principal’s school task.

CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA

Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.

MILLENNIAL LECTURERS’ ATTITUDES IN INCORPORATING THE ONLINE APPLICATION IN THE EFL CLASSROOM

Millennial lecturers are considered to be proficient in teaching by making use of the technology in their classrooms. Nine millennial lecturers were involved in this study. It was carried out as qualitative research. The data collection technique was open-ended questionnaires then analyzed through thematic analysis. Three research questions were aimed to be examined. The first one was the investigation on the variety of the online applications used in the EFL classrooms; the second one was questioning about the lecturers’ attitudes in getting the benefits of online application, and the third one was observing the lecturers’ attitudes in overcoming the limitations that they found in incorporating the online application in the EFL classroom. The results showed that seventeen types of the online mobile application that were used by the nine millennial lecturers in this study. The millennial lecturers took advantage of the online applications by establishing communication, encouraging students’ self-study, improving the assessment, motivating the students, and improving the teaching instruction. Other result showed that they overcame the limitations of online mobile applications by giving more information and giving assignment to solve the learning management issues and also adjusting the learning when tools issues occur. Keywords: millennial, lecturer, online application, EFL

Experience Changes Perceptions: Arabic-Speaking Students’ Perceptions Regarding the PDS Model and Teacher Training

During their studies, education students are required to engage practice-based experience in a collaborative model: Professional Development School (PDS), where there are many options for building professional and personal development processes. Through this experience, students formulate professional identity and perceptions about teaching. This study sought to examine the impact of this experience model on Arabic-speaking education students attending a Hebrew speaking college. The effect of the practice-based experience was examined on both the concept of teaching as a profession, the process of teaching instruction and social and cultural aspects. The findings of the study showed that PDS practice-based experience directly and indirectly contributes to the way students perceive teaching, the role of the teacher, the education system, as well as the importance of the practical experience in the teaching training process. However, there was no significant contribution of PDS practice-based experience to students’ perceptions of multicultural aspects of campus life.

A webquest in teaching circulatory system using google site for grade VI pupils

This study aims to determine the performance of the respondents in using the developed WebQuest in the Google site. This study used the quasi-experimental design method making use of pretest-posttest design. The developed teaching instruction was implemented to 30 Grade 6 Elementary pupils and to 30 pupils for traditional lecture method from selected public schools who were enrolled during the SY 2016 - 2017. Furthermore, the result of the study showed that there was a significant improvement in the respondents’ conceptual understanding in the concept of Circulatory System. Moreover, the result also showed that there is a difference between the post test scores of control group and experimental group. This strongly concludes that the WebQuest is really an effective tool in teaching Circulatory system. Respondents also revealed that the Google site was really enjoyable, entertaining, interactive and easy to learn.