IMPROVING TEACHERS' CREATIVITY IN TEACHING DURING THE COVID-19 PANDEMIC THROUGH ASSIGNMENT METHODS IN SLB NEGERI PEMBINA PEKANBARU

Based on the results of pre-research observations conducted by researchers on Monday at Pembina State SLB Pekanbaru, problems were found, namely: There are still teachers who have not been able to apply online learning at home due to limitations in technology. There are still many teachers who apply the learning model with many assignments without paying attention to the situation and conditions during this covid-19 outbreak. Learning is only monotonous and by using creative learning models that are fun and not boring for children, children's character and creativity must continue to be fostered. Giving too much material and tiring children makes children lose their appetite for learning. The type of research is school action research with a sample of 34 teachers at SLB Pembina Pekanbaru. Based on the results of the analysis and discussion, it can be concluded that the creativity of teachers in teaching at SLB Pembina Pekanbaru can be increased through the assignment method. Under these conditions, the level of teacher acceptance increases. Comparison of aspects of teacher creativity in teaching through the assignment method in cycle I and II increased from 58.8% and cycle II to 75.1%.

SISTEM PENDUKUNG PENGAMBILAN KEPUTUSAN REKRUTMEN GURU MENGGUNAKAN LOGIKA FUZZY TAHANI

Abstrak Salah satu upaya untuk mendapatkan guru yang kompeten di bidangnya adalah dengan melakukan proses rekrutmen guru berdasarkan empat kompetensi guru, yaitu kompetensi kepribadian, sosial, pedagodik, dan profesional. Akan tetapi, kendala dari proses rekrutmen guru yang sering dilakukan adalah subyektifitas pengambilan keputusan. Salah satu cara untuk mengatasi subyektifitas dalam perekrutan guru adalah dengan menggunakan logika fuzzy tahani. Untuk itu penelitian ini bertujuan untuk mengetahui implementasi logika fuzzy tahani dalam pengambilan keputusan penerimaan guru berdasarkan hasil tes keempat kompetensi guru. Penelitian ini terdiri dari tiga tahap. Tahap pertama adalah menentukan fungsi derajat keanggotaan dari nilai kompetensi kepribadian, sosial, pedagogik, dan profesional. Tahap kedua adalah mendesain program fuzifikasi tahani dengan menggunakan microsoft excel. Tahap ketiga adalah mengimplementasikan program fuzzy tahani yang berhasil dibuat untuk pengambilan keputusan penerimaan guru. Hasil penelitian menunjukkan bahwa pengambilan keputusan penerimaan guru yang menggunakan logika fuzzy tahani lebih baik daripada hanya menggunakan nilai rata-rata. Karena logika fuzzy tahani mempertimbangkan berbagai kriteria, sedangkan rata-rata hanya mempertimbangkan satu kriteria yang memiliki nilai tinggi. Abstract One effort to get teachers who are competent in their fields is to conduct a teacher recruitment process based on four teacher competencies, namely personal, social, pedagodic, and professional competencies. However, the obstacle of the teacher recruitment process that is often done is the subjectivity of decision making. One way to overcome subjectivity in teacher recruitment is by using tahani fuzzy logic. For this reason, this study aim to determine the implementation of tahani fuzzy logic in the decision making for teacher admissions based on the results of the four teacher competency tests. This research consists of three stages. The first stage is determining the function of the degree of membership from the value of personal, social, pedagogical, and professional competencies. The second step is designing the tahani fuzification program using Microsoft Excel. The third stage is implementing the fuzzy tahani program that was successfully created for the decision to make admissions. The results showed that teacher acceptance decision making using tahani fuzzy logic was better than just using an average value. Because tahani fuzzy logic considers various criteria, while the average only considers one criterion that has a high value.

KUALITI BIMBINGAN PENGAJARAN OLEH “PEGAWAI PEMBIMBING PAKAR PEMBANGUNAN SEKOLAH” (SCHOOL IMPROVEMENT SPECIALIST COACHES - SICS+) SEBAGAI FAKTOR PERAMAL TERHADAP KUALITI GURU DI SEKOLAH KEBANGSAAN

The teaching profession demands that every teacher be competent and quality in human capital formation, human resource development, community and Nation. In the 21st century, teaching methods are a key factor in determining the quality of student learning. In an effort to ensure the quality of student learning both SISC+ and Teachers mentored (GDB) work collaboratively to improve the quality of teaching. This is in line with the role and function of the SISC+ position under the sub-initiative of the NKRA GTP 1.0 contained in the Malaysian Education Blueprint 2013-2025. These SISC+ officers have been tasked with mentoring and coaching teachers in Band 5, 6 and 7 schools. The purpose of this study is to determine the quality of coaching teaching of SISC+ Officers as a predictor factor of teacher teaching quality. Additional relationships between the dimensions of the coaching teaching of SISC+ were also identified. This quantitative study involved 250 repondents around the country from National Primary teachers. This study uses Coaching Teaching instrument adapted from the Instrument Managerial Coaching Skills developed by Sohee.P et. al (2008)31. Coaching Teaching consists of five key dimensions of effective communication, team approach, open values, teacher acceptance and teacher development. Multiple regression analysis showed that the SISC+ quality of the combined model of team approach, teacher acceptance and teacher development contributed 63.5% (R2 = .635) variance in teacher quality [F(3, 246)=142.905, p <0.5]. As a whole, the dimension of coaching teaching influences the quality of teacher quality in National Primary schools.

PENGEMBANGAN MODEL PELATIHAN PENINGKATAN KOMPETENSI GURU SD BERBASIS APLIKASI EDMODO

This study aims to measure the benefits of edmodo application, in the Islamic Elementary School of Cikal Harapan I BSD. Teachers are given alternative edmodo applications to be used in the development of training models, as an answer to the problem of how to improve development models in the midst of their busy activities. By using the edmodo application, teachers in the Islamic Elementary School of Cikal Harapan I BSD can improve pedegogical competence through the edmodo application-based training they use. Although everyday teachers are accompanied by modern communication tools such as smartphones, computers and laptops, it is not easy to use new methods. Patience and perseverance are needed to introduce this model development model, especially the introduction of each edmodo application feature, active interaction when given training material as well as their seriousness to improve skills in using the edmodo application. In addition to practicing the use of edmodo applications in 42 teachers, they also gave questionnaires. Data in the field is inputted with the SPSS program which provides an overview of the level of teacher acceptance of the use of the edmodo application. Of the 42 teachers who were the subjects of the study, there were 50 percent who could ultimately benefit from using the Edmodo application. The rest is split in constraints due to time constraints, incompatible devices and difficulty understanding edmodo's application features.

Η αυτοεκτίμηση των δυσλεκτικών και μη δυσλεκτικών παιδιών ηλικίας 11-12 ετών και η σχέση της με την αποδοχή-απόρριψη από τον/την εκπαιδευτικό ως προς το φύλο παιδιών και εκπαιδευτικών

Ο σκοπός της παρούσας διπλωματικής εργασίας είναι ο εξής: (α) να συγκρίνει την αυτοεκτίμηση των δυσλεκτικών και των μη δυσλεκτικών παιδιών ηλικίας 11-12 ετών, (β) να συσχετίσει την αυτοεκτίμηση των παιδιών με την αποδοχή-απόρριψη από τον/την εκπαιδευτικό και (γ) να συγκρίνει τους παραπάνω παράγοντες ως προς το φύλο των συμμετεχόντων. Το δείγμα της έρευνας προέρχεται από 6 δημόσια σχολεία της Α’ Περιφέρειας της Αττικής και αποτελείται από 118 μαθητές ελληνικής καταγωγής (21 δυσλεκτικοί & 97 μη δυσλεκτικοί) που φοιτούν στην Ε’ και ΣΤ’ Δημοτικού και τους δασκάλους τους (N=12). Τα μέσα συλλογής των δεδομένων για το δείγμα των μαθητών αποτελούν τα εξής δυο ερωτηματολόγια: «Πώς Αντιλαμβάνομαι τον Εαυτό μου ΙΙ» (Μακρή-Μπότσαρη, 2013) και το «Child Teacher Acceptance-Rejection/Control Questionnaire-Short Form» (Kourkoutas, Propersi & Georgiadi, 2013). Το δείγμα των εκπαιδευτικών συμπλήρωσε το ερωτηματολόγιο «Κλίμακα της Σχέσης Δασκάλου-Μαθητή» (Galanaki & Vassilopoulou, 2007) για τον καθένα μαθητή. Τα βασικά αποτελέσματα της έρευνας είναι ότι η αυτοεκτίμηση των δυσλεκτικών παιδιών είναι χαμηλότερη από αυτή των μη δυσλεκτικών, όπως επίσης και ότι η αυτοεκτίμηση των μαθητών συσχετίζεται με την αποδοχή-απόρριψη από τον/την εκπαιδευτικό. Τέλος, ένα βασικό εύρημα είναι ότι η αποδοχή-απόρριψη από τον δάσκαλο βιώνεται διαφορετικά από τους μαθητές ανάλογα το φύλο τους, ενώ από την μεριά του εκπαιδευτικού δεν επηρεάζει το φύλο του μαθητή τη μεταξύ τους σχέση.

Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

Vocabulary learning is vital towards acquiring new languages and therefore insufficient vocabulary knowledge can be considered a significant barrier to such learning. Availability of tools to enhance or simplify the learning process is an added advantage to encourage learners to learn new languages. This research was conducted to investigate teacher acceptance of mobile applications in Saudi Arabian universities for vocabulary learning, identify suitable features for vocabulary learning applications and to identify problems that may arise through use of mobile applications in classroom settings with the aim of solving them. Duolingo mobile application was employed as a study tool to investigate effectiveness of the applications and their technological features. Twenty English language teachers participated in the study by answering questionnaires and three of them were also interviewed and resulting data analyzed quantitatively and qualitatively. The main findings from the research are that teachers showed positive attitudes towards teaching and learning using vocabulary learning applications and that several challenges faced by users inform on unsuitability of the applications and reluctance to use by teachers. Therefore, appropriate measures should be taken to address the problems associated with use of mobile applications in vocabulary learning and teaching so as to explore the vast potentials they have towards learning.