Resource for teachers on the "Ocean and Cryosphere in a Changing Climate"

<div> <div> <div> <p>The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:</p> <p>1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry- based science education, role-play, debate, projectbased learning.</p> <p>2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom.</p> <p>3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.</p> <p>4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.</p> <p>5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.</p> </div> </div> </div>

Pengembangan paket ipa terpadu berbasis inkuiri dengan tema cahaya sebagai peluang untuk meningkatkan pemahaman konsep siswa SMP kelas VIII semester II

The purpose of this research was to produce an intregated science package contained light theme based on inquiry as an opportunity to improve conceptual comprehension. The research used Borg and Gall’s developing model. The result of this research is integrated science package were include of student handbook and teacher guidance book. The feasibility test result were 4,35 of mean score for student handbook, validation test of teacher handbook was 4,26 and small group test result was 4,32 of mean score. Based on the assessment, the developed learning package could improve the conceptual comprehension. This research require to test-drive furthermore because this development research only small group test. Tujuan penelitian ini untuk menghasilkan produk paket IPA terpadu berbasis inkuiri pada tema cahaya sebagai peluang untuk meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan model pengembangan ADDIE (2009). Hasil dari penelitian ini adalah paket IPA terpadu berupa buku pegangan siswa dan buku panduan guru. Hasil validasi menunjukkan bahwa nilai rata-rata yang diperoleh buku pegangan siswa sebesar 4.35 dengan kriteria sangat valid, nilai rata-rata buku panduan guru sebesar 4.26 dengan kriteria sangat valid, dan hasi uji coba kelompok kecil memperoleh nilai rata-rata sebesar 4.32 dengan kriteria sangat valid. Berdasarkan penilaian tersebut, paket yang telah dikembangkan diprediksi mampu meningkatkan pemahaman konsep siswa. Penelitian ini perlu diuji coba lebih lanjut karena pada penelitian pengembangan ini hanya sampai uji coba kelompok kecil.

Resources for teachers on the “Ocean and Cryosphere in a Changing Climate”

<p>The essential role of education in addressing the causes and consequences of anthropogenic climate change is increasingly being recognised at an international level. The Office for Climate Education (OCE) develops educational resources and proposes professional development opportunities to support teachers, worldwide, to mainstream climate change education. Drawing upon the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate, the OCE has produced a set of educational resources that cover the scientific and societal dimensions, at local and global levels, while developing students’ reasoning abilities and guiding them to take action (mitigation and/or adaptation) in their schools or communities. These resources include:</p><p>1. Ready-to-use teacher handbook that (i) target students from the last years of primary school to the end of lower-secondary school (aged 9 to 15), (ii) include scientific and pedagogical overviews, lesson plans, activities and worksheets, (iii) are interdisciplinary, covering topics in the natural sciences, social sciences, arts and physical education, (iv) promote active pedagogies: inquiry-based science education, role-play, debate, projectbased learning.</p><p>2. A Summary for teachers of the IPCC Special Report, presented together with a selection of related activities and exercises that can be implemented in the classroom. </p><p>3. A set of 10 videos where experts speak about a specific issue related to the ocean or the cryosphere, in the context of climate change.</p><p>4. A set of 4 multimedia activities offering students the possibility of working interactively in different topics related to climate change.</p><p>5. A set of 3 resources for teacher trainers, offering turnkey training protocols on the topics of climate change, ocean and cryosphere.</p>

The Development of Teacher Handbook on Preschool-Aged Children’s Aggressive Behavior and IT-Based Solutions

The current study aimed at developing a teacher handbook on preschool-aged children's aggressive behavior and its solution. The study was conducted in Kindergarten in Turi Subdistrict, Sleman, Yogyakarta. The subjects of the study were Kindergarten teachers, students, and parents. The data collection method consisted of interview, observation, and questionnaire. The present study was categorized as Research and Development (R&D). The study was conducted in six phases. Phase I involved survey and preliminary study, phase II involved prototyping of teacher handbook, phase III was initial evaluation, phase IV was product tryout, phase V was product revision, phase VI was the final product. The data were analyzed using quantitative analysis. Then it was converted into qualitative data by percentage formula in order to point out the product quality. The data were then analyzed using qualitative and quantitative descriptive method. The result of the study showed that the use of teacher handbook significantly affects the decrease in preschool-aged children's aggressive behavior. The result of paired sample t-test on the questionnaire score before and after the use of the teacher handbook was sig. (2-tailed) 0.000 < 0.05

THE EFFECT OF USING PAIR REHEARSAL TECHNIQUE TOWARD STUDENTS’ SPEAKING PARTICIPATION (STUDY AT THE XI TH CLASS OF SMANEGERI 06 KOTA BENGKULU)

The objective of this research was to investigate whether there was an effect of the implementation of Pair Rehearsal Technique toward students’ speaking participation. The research was designed as pre-experimental research by using pre-treatment and post-treatment group. The research was conducted at the eleventh IPA grade of SMA Negeri 06 Kota Bengkulu. Random sampling was a technique to take the class. The data were collected through an observation checklist which was adapted from Boyd et al (2007), Vandrick (2000), Teacher Handbook of the National University of Singapore, (NUS, 2009) in Abuid (2014). The result of this research showed a positive effect on students’ speaking participation in verbal and non-verbal participation in the post-treatment rather than in pre-treatment. Nevertheless, students were tended to participate in non-verbal participation.

ANALISIS MUATAN NILAI-NILAI KARAKTER PADA BUKU TEKS KURIKULUM 2013 PEGANGAN GURU DAN PEGANGAN SISWA

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan nilai-nilai karakter pada buku pegangan guru, nilai-nilai karakter pada buku pegangan siswa, dan kesesuaian nilai-nilai karakter pada buku teks Kurikulum 2013 pegangan guru dan buku pegangan siswa. Penelitian ini merupakan penelitian analisis konten dengan pendekatan kualitatif melalui empat tahap, yaitu pengadaan data, reduksi data, inferensi, dan analisis data. Sumber data penelitian adalah buku teks Kurikulum 2013 pegangan guru dan pegangan siswa kelas I semester 1 yang terdiri atas empat tema, yaitu tema “Diriku”, “Kegemaranku”, “Kegiatanku”, dan “Keluargaku”. Unit analisis adalah nilai-nilai karakter yang terkandung dalam buku teks. Hasil penelitian yaitu: (1) buku pegangan guru mengembangkan semua nilai karakter yang dianalisis; (2) buku pegangan siswa pada tema diriku dan keluargaku tidak mengembangkan nilai kejujuran, pada tema “Kegemaranku” dan “Kegiatanku” tidak mengembangkan nilai tanggung jawab; (3) nilai karakter pada buku pegangan guru dan pegangan siswa tema “Diriku” dan “Kegemaranku” telah sesuai, sedangkan pada tema “Kegiatanku” dan “Keluargaku” masih terdapat nilai karakter yang belum sesuai. Kata kunci: nilai-nilai karakter, buku teks kurikulum 2013, sekolah dasar AN ANALYSIS OF CHARACTER VALUES CONTENT IN THE 2013 CURRICULUM COURSE-BOOK OF TEACHER HANDBOOK AND STUDENTS HANDBOOK Abstract: This research aims to describe (1) the caracter value in teacher handbook content; (2) the character value in student handbook content; (3) the suitability of the character value in course-bookcurriculum 2013 teacher handbook and student handbook. This research was a content analysis using the qualitative approach with four procedure (1) data collecting (unitizing, sampling, recording); (2) reducing; (3) inferring; 4) data analysis. The subject used in this study was course-book of curriculum 2013 teacher handbook and student handbook of the first grade of elementary school in the first semester, namely myself theme, my hobby theme, my activities theme, and my family theme. The unit analysis of this research is the character contained in the course-book. The result of this study are (1) teacher handbook within each theme has been developing all the character value; (2) handbook student on the theme of my self and my familiy did not develop the values of honesty, while the theme of my passion and my activities did not develop the values of responsibility; (3) character value of handbook teacher and handbook student on the my self and my hobby theme has been appropriate, while the my activities and my family theme still there character of value was not corresponding. Keyword: character value, textbook of curriculum 2013, elementary school