This study aimed to investigate the influence of teacher roles and parenting styles on student character formation at Madrasah Ibtidaiyah Negeri 2 Sleman Yogyakarta using a quantitative associative ...research method. Multiple linear regression analysis showed that both factors significantly influenced student character formation, with parenting style having a higher contribution than teacher roles. Therefore, a balanced approach between education at home and school is necessary to support good character formation among students. The resulting multiple linear regression equation was Y = 14.047 + 0.497X1 + 0.910X2, with a determination coefficient of 55.9%. Parenting style contributed more (?= 0.910) than teacher roles (?= 0.497) by 58.87%. However, the study had limitations, such as focusing on one school and specific geographical context. Therefore, it is recommended to conduct similar studies in different schools and regions and explore other factors that may influence student character formation.
Parent and teacher hold an important role in children's communication development. Both of them have a time to spend with the children, parent almost take a whole time with their children in the ...home while teacher has a mean time in the school. The method used is qualitative methods of case study research. Collecting the data, doing an interview, observing, and documenting was used as main instrument. The steps to do a data analysis was reducing data, presenting data, and drawing the conclusions. Meanwhile, the data validation used the triangulation technique (technique triangulation and source triangulation) and member check. It showed that parent and teacher’s effort were to provide a two-way communication stimulus in the end.
This study aims to reveal the experience of internship and the role of teachers in the interests of student entrepreneurship. This study uses the ex-post facto method with a quantitative approach. ...The study population was vocational students in the Technical and Informatics Expe rtise Program in Buol District, which was precisely 160 students. The number of research samples is 113 students using proportional random sampling techniques. Data collection uses questionnaires. Data analysis used multiple regression analysis. The results showed that partially the internship experience (24.19%) and the role of the teacher (13.61%) had a positive and significant influence on the interest in entrepreneurship. While simultaneously the two variables are insightful for entrepreneurship interests of 37.8%. These results indicate that the experience of internship and the role of teachers are more so that it can produce vocational graduates not only ready to work but also able to entrepreneurship.
Tener en cuenta la perspectiva de género es fundamental para acabar con la transmisión del sexismo. Por ello, es prioritario revisar los libros de texto, su lenguaje, los materiales didácticos y los ...valores que se les asocian. Las identidades de género siguen siendo cuestionadas y multitud de voces denuncian que aún queda mucho por hacer en los centros escolares para llegar a lograr una igualdad real. Este estudio quiere conocer la situación del uso del lenguaje no sexista en el aula y la adecuación de los materiales didácticos utilizados en el ámbito escolar. Se trata de un estudio de caso, en el que han participado un total de 530 personas mediante un cuestionario dirigido al profesorado y a los equipos directivos y siete grupos focales realizados con profesorado, familias y alumnado. Los resultados desvelan que aún falta conciencia para utilizar un lenguaje no sexista real en el proceso de enseñanza y que en la elección de los materiales didácticos no siempre prima el criterio de igualdad. Como conclusión, se subraya que es necesario adoptar mayores medidas de sensibilización e intervención para que la igualdad sea una prioridad en la formación inicial y continua del profesorado.
Teachers and students have very important roles in the learning process. The teacher's role is planning and conducting the learning process. Students are required to be actively involved in learning. ...The success of a teacher in teaching will be determined by how active students are in participating in learning. Students' active learning will show that they really follow the learning process. The results of field observations indicate that student activity is still very low. Students very rarely ask questions, are less enthusiastic, unfocused, and sleepy when the teacher teaches. The purpose of this study is to discuss the role of Christian teachers in increasing student activity in the learning process. The results showed that Christian teachers play a role in increasing student activity in the learning process. Teachers are advised to create learning that is fun and not boring by creating varied learning methods, making teaching aids, and using ice breakers or games.BAHASA INDONESIA ABSTRACT: Guru dan siswa memiliki peran yang sangat penting dalam proses pembelajaran. Guru berperan dalam merencanakan dan melakukan proses pembelajaran. Siswa dituntut untuk dapat terlibat aktif dalam belajar. Keberhasilan seorang guru dalam mengajar ditentukan seberapa aktif siswa dalam mengikuti pembelajaran. Siswa belajar aktif menunjukkan bahwa mereka sungguh-sungguh mengikuti proses pembelajaran. Hasil observasi di lapangan menunjukkan bahwa keaktifan siswa masih sangat rendah. Siswa sangat jarang mengajukan pertanyaan, kurang bersemangat, kurang antusias, tidak fokus, dan mengantuk ketika guru mengajar. Tujuan penulisan ini adalah membahas mengenai peran guru Kristen dalam meningkatkan keaktifan siswa dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa guru Kristen berperan dalam meningkatkan keaktifan siswa pada proses pembelajaran. Peran guru Kristen dalam proses pembelajaran adalah menggunakan metode pembelajaran yang bervariasi, membimbing siswa ketika mengalami kesulitan dalam memahami materi, dan membuat ice breaking. Guru-guru disarankan untuk menciptakan pembelajaran yang menyenangkan dan tidak membosankan dengan membuat metode pembelajaran yang bervariasi, membuat alat peraga, dan membuat ice breaking ataupun games.
The study “Doing Lernbegleitung. Hochschullernwerkstätten als Orte der Generationenvermittlung” addresses the so-called first phase of teacher training at German universities. Based on an ...examination of the special features of the research field of university learning workshops, the study explores the question of how teacher trainees are confronted with the pedagogical concepts of individualization as well as open and informal education. It focuses the introduction to a specific professional understanding of teachers as learning companions within the framework of the practical project “Werkstatt für Kinder” of the university learning workshop OASE at the University of Siegen: Thus, the implementation of the conceptual self-understanding in the social practice will be focused on. In order to ethnographically explore learning companionship as a specific bundle of social practices, both the preparation for the “Werkstatt für Kinder” within the student peer group and the social construction of students as learning companions for children will be examined. This approach allows to successively describe typical challenges of both students and children as well as the associated specific fields of tension and conflicts of the pedagogical setting of the university learning workshop from an empirically based perspective. The study is characterized by a very personal approach to the field and thus an involved researcher position, which is used as an analytical tool in the research process. The empirical results are presented according to the unfolding of social practice in the field and then linked to two theoretical frameworks, generational order as well as (pedagogical) spaces and things. Thus, learning companionship is reconstructed as a bundle of specific social practices situated in the OASE university learning workshop, which can be explored and described as the production of generational order embracing the triad of human actors, spaces and things. This theoretical and analytical perspective challenges the normative understanding contrasting “traditional” and “alternative” pedagogic concepts (for example differences between teaching and learning companionship or between children and students) by describing differences as an effect and medium of social practice.
Die Studie „Doing Lernbegleitung. Hochschullernwerkstätten als Orte der Generationenvermittlung“ wendet sich dem Bereich der sogenannten ersten Phase der Lehrer*innenbildung an deutschen Hochschulen zu. Ausgehend von einer Auseinandersetzung mit den Besonderheiten des Forschungsfelds Hochschullernwerkstatt geht die Studie der Frage nach, wie Studierende des Lehramts im Rahmen des Praxisprojekts „Werkstatt für Kinder“ der Hochschullernwerkstatt OASE an der Universität Siegen mit dem pädagogischen Konzept der Individualisierung bzw. Öffnung und der damit verbundenen Einführung in die Rolle der Lernbegleitung konfrontiert werden: So wird die Umsetzung des konzeptionellen Selbstverständnisses in der sozialen Praxis der OASE Hochschullernwerkstatt fokussiert. Um ethnografisch zu erforschen, wie Lernbegleitung gemacht wird, wird sowohl die Vorbereitung auf die „Werkstatt für Kinder“ innerhalb der studentischen Peer-Gruppe, als auch die Inszenierung von Studierenden als Lernbegleiter*innen für Kinder in den Blick genommen. Durch diesen Zugang können typische Handlungsprobleme aller genannten Akteur*innen und damit verbundene spezifische Spannungsfelder und Konflikte des pädagogischen Settings Hochschullernwerkstatt sukzessive aus einer empirisch begründeten distanziert-analytischen Perspektive heraus beschrieben werden. Die Studie ist von einem sehr persönlichen Zugang zum Feld und damit einer involvierten Forscherinnenposition geprägt, die im Rahmen des Forschungsprozesses als Analysewerkzeug genutzt wird. Die empirischen Ergebnisse werden entsprechend der Entfaltung sozialer Praxis im Feld vorgestellt und anschließend an zwei theoretische Rahmungen, generationale Ordnung und (pädagogische) Räume und Dinge, angebunden. So wird Lernbegleitung als eine spezifische, in der OASE Hochschullernwerkstatt situierte, soziale Praxis rekonstruiert, welche als Herstellung generationaler Ordnung durch die Trias von menschlichen Akteur*innen, Räumen und Dingen beobachtet und beschrieben werden kann. Im Gegensatz zu der normativ aufgeladenen Gegenüberstellung von „traditionellem“ und „alternativem“ pädagogischen Handeln werden mittels dieser theoretischen und analytischen Brille Unterschiede (zum Beispiel zwischen Lehren und Lernbegleitung, aber insbesondere auch zwischen Kindern und Studierenden) nicht als bereits gegeben vorausgesetzt, sondern prozesshaft als Effekt und Medium sozialer Praxis aufgefasst.
This study aimed to identify the extent to which teachers practice their role in developing values of civilization among high school students in Buraydah city form the teachers' perspective. To ...achieve this objective, the study followed the descriptive method. A questionnaire, consisting of 35 items and distributed over 3 dimensions, was designed to collect relevant data. The questionnaire was administered to a random sample of 300 teachers, who represented 30% of the whole population. Major findings revealed that the degree of practicing the role of developing civilization values by teachers was high at a mean of (3.96). Further, there were no statistically significant differences attributed to the study level. However, statistically significant differences were found at (α≥ 0.05) in the participants' responses regarding their assessment of the teacher's role in developing civilization values attributed to major in favor of education major. Finally, there were no statistically significant differences with regard to the variables of years of experience and training courses.
This study aimed to identify the extent to which teachers practice their role in developing values of civilization among high school students in Buraydah city form the teachers' perspective. To ...achieve this objective, the study followed the descriptive method. A questionnaire, consisting of 35 items and distributed over 3 dimensions, was designed to collect relevant data. The questionnaire was administered to a random sample of 300 teachers, who represented 30% of the whole population. Major findings revealed that the degree of practicing the role of developing civilization values by teachers was high at a mean of (3.96). Further, there were no statistically significant differences attributed to the study level. However, statistically significant differences were found at (α≥ 0.05) in the participants' responses regarding their assessment of the teacher's role in developing civilization values attributed to major in favor of education major. Finally, there were no statistically significant differences with regard to the variables of years of experience and training courses.
Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools ...for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.
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