Meningkatkan Keterampilan Mengajar Guru Bidang Studi Agama Melalui Pembimbingan Dan Praktek Mengajar

Teachers in the field of Religious Studies have poor teaching skills. Teachers are always given instruction in the traditional lecture format, which is not accompanied by any teaching techniques. Through mentoring and teaching methods, this project intends to strengthen the teaching skills of Religious Studies teachers at MTsN Pematangsiantar. This research uses a school action research approach, research was undertaken at MTsN Pematangsiantar with a total of 15 teachers involved, and it is a school action research project. The findings revealed that 1) the mean value of teacher teaching skills increased significantly, 2) the mean value of teacher teaching skills in Pre-cycle was 112,00, and the mean value of teacher teaching skills in Cycle I increased to 220,47, and 3) the mean value of teacher teaching skills in Cycle II increased to 253,40.

Application of Lean Manufacturing Concepts to Evolving a Policy for Engineering Education

This work analyzes the current situation of engineering education in India, especially technical universities characterized by low-quality infrastructure, inflexible curricula, and poor teaching resources including faculty, usually resulting in low student learning and very low graduate placement rates, and identifies the root causes of these problems, summarizes the methodologies adapted by previous researchers in the lean area, and applies the lean manufacturing philosophy to engineering education. This paper applies a value stream map to analyze the current state of engineering education. This technique identifies eight wastes and is given in form of a current state diagram. A future state diagram is presented that recommends solutions to eliminate these wastes. These recommendations make learning processes responsive to needs and provide long-lasting value to students. Overall, it is beneficial in developing a policy for engineering education.

Teachers’ Misunderstandings that Affect the Learning of Their Pasifika Students

<p><b>Much current Pasifika research has a focus on looking at traditional Pasifika ways of learning to find an answer for low achievement among Pasifika students. Non-Pasifika research seems to see the solution as entailing teachers learning about their Pasifika students' lives. Yet neither of these approaches seems to make a difference for Pasifka student achievement. This study has shown that what does make a difference is the employment of good pedagogy by teachers who like and believe in their Pasifka students' abilities to succeed in the palagi education system. This study has also shown that what impedes progress for Pasifika students' achievement is the beliefs that teachers hold about "Pasifika ways of learning".</b></p> <p>For two days per week over a six week period a group of Year 9 Pasifika students were observed across a range of their classes in a medium sized, urban, low decile college which has a high proportion of Pasifika students. Observations and focus group interviews with Pasifika students and their teachers were conducted to explore the Pasifika student's engagement level and learning. A research methodology of mediated dialogue allowed the participants to be heard as authorities on their own experiences. The Pasifika students and their teachers were supported to hear the meanings each had given to the words and actions observed in the classroom. The Pasifika students were involved in the research as they co-constructed [with the researcher as scribe] the information they wanted their teacher to know. Teachers were able to respond to their Pasifika students' words and the Pasifika students were able to hear their teachers' responses.</p> <p>The findings were shaped as four vignettes and interpreted using the metaphor of an enzyme reaction. Each vignette described the type of learning and different engagement levels observed in a specific classroom. The vignettes included three classrooms where: students were not engaged at all with their learning because the relationship between the teacher and the students was poor; there was an appropriate relationship between the teacher and the students but the teachers' practice was poor; and the relationship between the students and the teacher was good but the teacher's expectations of the Pasifika students were low, and Pasifika learning was poor. In one vignette the relationship between the teacher and the students was one of trust and the teacher used teaching strategies that engaged and challenged the Pasifika students. In this classroom Pasifika learning was happening for a time.</p> <p>The study found that good Pasifika learning requires that the teacher must have all three of the following teaching strategies: allowing Pasifika students respect as a learner; being able to scaffold Pasifika learning at the right level and engaging their Pasifika students in active learning. The Pasifika student must have confidence and trust in their teacher to engage with the teacher in the active pursuit of learning. The classroom teacher must also have confidence in the Pasifika student's ability e.g., high expectations. If any of the parts described above are missing Pasifika learning is poor. The study demonstrates that the ways in which teachers fall into poor relationships and poor teaching practices can be related to their beliefs about Pasifika values and "Pasifika ways of learning".</p>

Teachers’ Misunderstandings that Affect the Learning of Their Pasifika Students

<p><b>Much current Pasifika research has a focus on looking at traditional Pasifika ways of learning to find an answer for low achievement among Pasifika students. Non-Pasifika research seems to see the solution as entailing teachers learning about their Pasifika students' lives. Yet neither of these approaches seems to make a difference for Pasifka student achievement. This study has shown that what does make a difference is the employment of good pedagogy by teachers who like and believe in their Pasifka students' abilities to succeed in the palagi education system. This study has also shown that what impedes progress for Pasifika students' achievement is the beliefs that teachers hold about "Pasifika ways of learning".</b></p> <p>For two days per week over a six week period a group of Year 9 Pasifika students were observed across a range of their classes in a medium sized, urban, low decile college which has a high proportion of Pasifika students. Observations and focus group interviews with Pasifika students and their teachers were conducted to explore the Pasifika student's engagement level and learning. A research methodology of mediated dialogue allowed the participants to be heard as authorities on their own experiences. The Pasifika students and their teachers were supported to hear the meanings each had given to the words and actions observed in the classroom. The Pasifika students were involved in the research as they co-constructed [with the researcher as scribe] the information they wanted their teacher to know. Teachers were able to respond to their Pasifika students' words and the Pasifika students were able to hear their teachers' responses.</p> <p>The findings were shaped as four vignettes and interpreted using the metaphor of an enzyme reaction. Each vignette described the type of learning and different engagement levels observed in a specific classroom. The vignettes included three classrooms where: students were not engaged at all with their learning because the relationship between the teacher and the students was poor; there was an appropriate relationship between the teacher and the students but the teachers' practice was poor; and the relationship between the students and the teacher was good but the teacher's expectations of the Pasifika students were low, and Pasifika learning was poor. In one vignette the relationship between the teacher and the students was one of trust and the teacher used teaching strategies that engaged and challenged the Pasifika students. In this classroom Pasifika learning was happening for a time.</p> <p>The study found that good Pasifika learning requires that the teacher must have all three of the following teaching strategies: allowing Pasifika students respect as a learner; being able to scaffold Pasifika learning at the right level and engaging their Pasifika students in active learning. The Pasifika student must have confidence and trust in their teacher to engage with the teacher in the active pursuit of learning. The classroom teacher must also have confidence in the Pasifika student's ability e.g., high expectations. If any of the parts described above are missing Pasifika learning is poor. The study demonstrates that the ways in which teachers fall into poor relationships and poor teaching practices can be related to their beliefs about Pasifika values and "Pasifika ways of learning".</p>

Teachers' Misunderstandings that Affect the Learning of Their Pasifika Students

<p>Much current Pasifika research has a focus on looking at traditional Pasifika ways of learning to find an answer for low achievement among Pasifika students. Non-Pasifika research seems to see the solution as entailing teachers learning about their Pasifika students' lives. Yet neither of these approaches seems to make a difference for Pasifka student achievement. This study has shown that what does make a difference is the employment of good pedagogy by teachers who like and believe in their Pasifka students' abilities to succeed in the palagi education system. This study has also shown that what impedes progress for Pasifika students' achievement is the beliefs that teachers hold about "Pasifika ways of learning". For two days per week over a six week period a group of Year 9 Pasifika students were observed across a range of their classes in a medium sized, urban, low decile college which has a high proportion of Pasifika students. Observations and focus group interviews with Pasifika students and their teachers were conducted to explore the Pasifika student's engagement level and learning. A research methodology of mediated dialogue allowed the participants to be heard as authorities on their own experiences. The Pasifika students and their teachers were supported to hear the meanings each had given to the words and actions observed in the classroom. The Pasifika students were involved in the research as they co-constructed [with the researcher as scribe] the information they wanted their teacher to know. Teachers were able to respond to their Pasifika students' words and the Pasifika students were able to hear their teachers' responses. The findings were shaped as four vignettes and interpreted using the metaphor of an enzyme reaction. Each vignette described the type of learning and different engagement levels observed in a specific classroom. The vignettes included three classrooms where: students were not engaged at all with their learning because the relationship between the teacher and the students was poor; there was an appropriate relationship between the teacher and the students but the teachers' practice was poor; and the relationship between the students and the teacher was good but the teacher's expectations of the Pasifika students were low, and Pasifika learning was poor. In one vignette the relationship between the teacher and the students was one of trust and the teacher used teaching strategies that engaged and challenged the Pasifika students. In this classroom Pasifika learning was happening for a time. The study found that good Pasifika learning requires that the teacher must have all three of the following teaching strategies: allowing Pasifika students respect as a learner; being able to scaffold Pasifika learning at the right level and engaging their Pasifika students in active learning. The Pasifika student must have confidence and trust in their teacher to engage with the teacher in the active pursuit of learning. The classroom teacher must also have confidence in the Pasifika student's ability e.g., high expectations. If any of the parts described above are missing Pasifika learning is poor. The study demonstrates that the ways in which teachers fall into poor relationships and poor teaching practices can be related to their beliefs about Pasifika values and "Pasifika ways of learning".</p>

Teachers' Misunderstandings that Affect the Learning of Their Pasifika Students

<p>Much current Pasifika research has a focus on looking at traditional Pasifika ways of learning to find an answer for low achievement among Pasifika students. Non-Pasifika research seems to see the solution as entailing teachers learning about their Pasifika students' lives. Yet neither of these approaches seems to make a difference for Pasifka student achievement. This study has shown that what does make a difference is the employment of good pedagogy by teachers who like and believe in their Pasifka students' abilities to succeed in the palagi education system. This study has also shown that what impedes progress for Pasifika students' achievement is the beliefs that teachers hold about "Pasifika ways of learning". For two days per week over a six week period a group of Year 9 Pasifika students were observed across a range of their classes in a medium sized, urban, low decile college which has a high proportion of Pasifika students. Observations and focus group interviews with Pasifika students and their teachers were conducted to explore the Pasifika student's engagement level and learning. A research methodology of mediated dialogue allowed the participants to be heard as authorities on their own experiences. The Pasifika students and their teachers were supported to hear the meanings each had given to the words and actions observed in the classroom. The Pasifika students were involved in the research as they co-constructed [with the researcher as scribe] the information they wanted their teacher to know. Teachers were able to respond to their Pasifika students' words and the Pasifika students were able to hear their teachers' responses. The findings were shaped as four vignettes and interpreted using the metaphor of an enzyme reaction. Each vignette described the type of learning and different engagement levels observed in a specific classroom. The vignettes included three classrooms where: students were not engaged at all with their learning because the relationship between the teacher and the students was poor; there was an appropriate relationship between the teacher and the students but the teachers' practice was poor; and the relationship between the students and the teacher was good but the teacher's expectations of the Pasifika students were low, and Pasifika learning was poor. In one vignette the relationship between the teacher and the students was one of trust and the teacher used teaching strategies that engaged and challenged the Pasifika students. In this classroom Pasifika learning was happening for a time. The study found that good Pasifika learning requires that the teacher must have all three of the following teaching strategies: allowing Pasifika students respect as a learner; being able to scaffold Pasifika learning at the right level and engaging their Pasifika students in active learning. The Pasifika student must have confidence and trust in their teacher to engage with the teacher in the active pursuit of learning. The classroom teacher must also have confidence in the Pasifika student's ability e.g., high expectations. If any of the parts described above are missing Pasifika learning is poor. The study demonstrates that the ways in which teachers fall into poor relationships and poor teaching practices can be related to their beliefs about Pasifika values and "Pasifika ways of learning".</p>

STATUS OF KASTURABA GANDHI BALIKA VIDYALAYAS IN KALAHANDI DISTRICT

Our country India possess great diversity as far as socioeconomic status of the people is concerned. People from various minority communities like Scheduled Caste, Scheduled Tribe etc. are major contributor to rural population. These people are integral part of the society. Kasturaba Gandhi Balika Vidyalayas (KGBVs) are established under Government of India and Department of School and Mass Education, Government of Odisha in the year 2004. They are working actively to bring the change the socio-economic standard of people living in tribal belt of Odisha. So the present study is carried out to investigate the 1. Status of. Kasturaba Gandhi Balika Vidyalayas in Kalahandi District with regard to Number of Schools, Availability of physical facilities, Availability of Teaching Aids, Evaluation procedures 2. Studied the problems faced by Heads of the Institutions, teachers , students in KGVB. Descriptive Survey Method is used in the present Study. Out of 13 Kasturaba Gandhi Balika Vidyalayas of Kalahandi district, 5 Kasturaba Gandhi Balika Vidyalayas were selected randomly. Interview schedules, Questionnaire Used as Tools. Data collected through both interview schedule and questionnaire were analysed using frequencies and percentage. The information obtained by the investigator revealed that majority of schools had Good Infrastructure, teaching staff, good curriculum transaction, but some had lacking of those facilities. The quality of teaching most of the school were disturbed by not having proper internet connection, poor teaching members etc. So the Government should give proper attention towards KGBV to enhance its quality education.

Attendance of Students in Government Elementary Schools: A Study on Jharkhand

The main objective of this study is to explore the causes of low attendance of students in Government elementary schools. Survey method was adopted to conduct this study. Sample consists of 30 Head Teachers (HT) and 78 teachers selected through purposive sampling technique from Dhanbad and Lohardaga district of Jharkhand, India. Self-developed checklist with Yes or No options basing on different factors of low attendance was used as tool. The data were collected through Google form and analyzed by use of frequency count and percentage. It is found that causes such as working of both parents, involvement of children in domestic work, taking care of siblings, migration of parents for work, involvement in farming and harvesting, low aspiration of parents, abusive home environment, lack of interest of students in studies, poor in basic skills, lack of teachers and regular HTs in school, poor teaching strategy of teachers etc. are responsible for low attendance of students in elementary school. The study has suggested for coordinated effort from parents, School Management Committee (SMC), Government, teachers and HTs for increasing attendance of students. Further, it is suggested to provide non-formal education to illiterate parents so that they can realise the importance of education in one’s life.

JPMA-2019-11-1329 Identification and comparison of factors related to academic failure in medical colleges; A Bi-center, comparative study

Objectives: The objectives of our study were to identify the student’s perceptions related to their academic failure and compare these perceptions with their nationality. Methods: A, non-interventional, bi national, comparative study was conducted in medical colleges of Pakistan and Saudi Arabia, in year 2015-2018, by taking a purposive sample of 210 students. All those who gave consent and scored less than fifty percent in their professional examinations were included. Data was analyzed using SPSS version 23. Frequencies and percentages were calculated, and Man Whitney U was applied to calculate p value. Results: According to the respondents, common reasons of failure identified were information overload (n=114,50%), difficult examination (n=101, 48%), poor teaching skills of teachers (n=82, 39%), system of education (n=75,36%) and unfair examination (n=78,37%). Eleven items in nationality group were found significant. Conclusion: Regardless of few cultural and environmental differences in factors contributing towards failure in students of different countries, the risk factors are common to all students. Moreover, most students tend to blame external factors more than internal ones. Keywords: Risk, factors, Perceived, academic, failure, students, medical, Saudi Arabia, nationality, Pakistan, perceptions

Key Strategies, Challenges, and Benefits of Remote Learning Expressed by Parents During the COVID-19 Pandemic

Among the many impacts of the COVID-19 pandemic, one of the most dramatic was the immediate closure of in-person schooling when parents were faced with much greater responsibility in supporting their children’s learning. Despite this, few studies have examined parents’ own perspectives of this experience. The aims of this study were to (1) identify overall challenges, benefits, and useful strategies related to home learning and (2) examine differences in findings across continents, between parents of youth with and without attention-deficit/hyperactivity disorder (ADHD), and between parents of children and adolescents. A qualitative approach was used to understand parents’ responses to remote learning across three studies conducted in the United States and Australia. Parents (N=606, children: 68.5% male, ages 6-17 years) provided responses to three open-ended questions. The most frequently expressed challenges were difficulty staying on task (20.5%), lack of motivation (15.3%), teacher-related factors such as poor teaching quality (13.4%), lack of social interaction opportunities (10.9%), and balancing parent work with online learning (10.2%). The most frequently expressed strategy related to using routines and schedules (51.4%) and the biggest benefit was more family time (18.3%). Findings were largely consistent across continents, ADHD status, and age, suggesting that many parental responses to remote learning appear to be universal. Given that the most common challenges were child- (e.g., difficulties with staying on task and motivation), parent- (e.g., balancing remote learning with work responsibilities), and teacher- (e.g., poor instructional quality) related, there is a need for improved support across these systems going forward.