Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and ...develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.
The formulation of this problem is: How to bring the character to life during the Covid-19 pandemic. The purpose of this study is: To find out and describe how to bring characters to life during the ...Covid-19 pandemict. This approach is an approach that focuses on research that is oriented to obtaining findings that cannot be obtained through a quantitative approach. Data collection in this study used several data collection techniques, including; Observation is one of the data collection techniques that is carried out through systematic observations of phenomena in the field. Since the government announced the first case of the 2019 corona virus disease (covid 19) in March 2020 ago, Indonesia has been faced with a pandemic. Almost all sectors of life are affected, including the education sector. Even though this is the case, the school continues to implement and improve the roles of teachers in animate characters, some of the roles of teachers are: teachers as teachers as well as evaluators, teachers as controllers in learning, teachers make learning with various good methods, and teachers be a guide in learning.
The purpose of this study was to determine the teacher's role in instilling Islamic values in students in full day school and Islamic boarding school based elementary schools. This study uses a ...qualitative method with a descriptive approach. Data collection techniques in the form of observation, interviews and documentation. The data analysis technique used is data reduction, data presentation and conclusion. The results of this study are that the teacher plays an important role in instilling Islamic values in students because a teacher is assigned to not only teach and provide values but is also responsible for forming the noble character of students so that they have personalities and behaviors that are in accordance with Islamic values. Instilling Islamic values of students in Full Day School-Based Elementary Schools & Islamic Boarding School Systems, namely SD Al-Qur'an Minhajuth Thullab Pekalongan, East Lampung Regency through religious activities including: habituation in midday and afternoon prayers in congregation, dhuha prayer, habituation through typical pesantren curriculum programs, faith and piety building nights, and so on.
This study aims to describe and analyze the role of Islamic religious education teachers in overcoming learning difficulties of student on reading and writing the Al-Qur'an. The research method uses ...a qualitative description using Miles, Huberman, and Saldana's technical data analysis, namely data reduction, and data presentation. To collect data using interview techniques, observation, and documentation. The role of the teacher in this research is first as a motivator, the teacher motivates students to be enthusiastic to participate in the Al-Qur'an learning process. Second, as a guide, the teacher provides direct guidance to students on their ability to participate in learning. Third, as an evaluator, evaluation is the final series in the learning process to be able to find out the extent of student success in participating in the learning process of reading and writing the Al-Qur'an. This research resulted in the finding that teacher professionalism is very important to be a motivator and to give stimulus to students so they continue to be motivated to learn. As for overcoming students' learning difficulties the Qur'an, namely by repeating readings called talaqqi. Furthermore, there is an active role in teachers, parents, and the environment. The three of them can communicate with each other productively to be able to find out the progress of students' progress in learning the Qur'an both reading and writing.
Dialogic education advocates varied forms of interactional management by teachers. In the context of whole-class discussions, teachers are encouraged to both prompt student involvement through direct ...mediation, and "step back" to give students a greater sense of agency and responsibility for turn-taking when appropiate. However, it is methodologically challenging to capture the relation between teacher-student and student-student interactions through dialogue in whole-class contexts. One perspective that is especially designed for exploring complex relations in social networks but not as commonly used in dialogic education is social network analysis (SNA). Drawing on 35 whole-class discussion episodes derived from lower secondary classrooms in Norway, this study uses SNA to explore interactional patterns. Methodologically, the study provides novel examples of how SNA can be used both alone and in conjunction with the indicators of interactional productivity to describe the relation between teacher-student and student-student interactions in whole-class discussions. Empirically, a key finding is that an increase in students responding directly to each other in a student-to-student fashion is associated with a reduction in the distribution of productive interactions through dialogue. Theoretically, the study directs attention to the complexities and tensions inherent in key models and concepts in dialogic education.
The question I address in this article is how we might understand the role of the teacher in education that seeks to promote emancipation. I take up this question in conversation with German and ...North-American versions of critical pedagogy with, the works of Paulo Freire and with that of Jacques Rancière. I show that in each case we find not only a strong argument for emancipatory education but also a distinct view about the role of the teacher. My aim is partly to show the different ways in which the role of the teacher in emancipatory education can be conceived and to make clear how this role is related to the different understandings of emancipation and the dynamics of emancipatory education. The motivation for writing this article also stems from what I see as a rather problematic interpretation of the work of Rancière in recent educational scholarship, one where the key message of his 1991 book "The Ignorant Schoolmaster" is taken to be that anyone can learn without a teacher and that this alleged "freedom to learn" would constitute emancipation. I challenge such a constructivist interpretation of Rancière's work and argue that the key message of "The Ignorant Schoolmaster" is that emancipatory education is not a matter of transfer of knowledge from a teacher who knows to a student who does not (yet) know, but nonetheless is a process in which teachers and their teaching are indispensable. This will allow me to argue why and how teaching remains essential for emancipatory education and why we should therefore not be fooled into thinking that ignorant schoolmasters, because they have no knowledge to give, have nothing to teach and can be done away with.
This paper explores Erich Fromm’s contribution to Deweyan democratic education by referring to his psychoanalytic interpretation of John Dewey’s pragmatic theory. First, it employs the work by Gert ...Biesta to secure a space between critical pedagogy and Deweyan democratic education, from which Fromm’s theory can be discussed. Furthermore, it argues that Biesta’s perspective offers a valuable theoretical ground to extend the emancipatory potential of Deweyan democratic education, while avoiding some pitfalls of critical pedagogy. Subsequently, the paper contrasts Marcuse’s and Fromm’s views on Dewey to show how Fromm’s understanding of Dewey was more effective than that of Marcuse for developing the potential of Dewey’s philosophy. Next, the paper clarifies key similarities and differences between Fromm’s psychoanalysis and Dewey’s pragmatism, as it is applicable specifically to emancipatory education. Finally, the paper argues that despite the differences between these two thinkers, Fromm’s theory further radicalizes Deweyan democratic education by adding new elements to the list of preconditions on the role of the emancipatory teacher.
This article will address the power of imaginative learning in Christian formation in personal pedagogy as exemplified in the writings of the Oxford Inklings. Foreseeing the dehumanizing effects ...caused by an overemphasis on utilitarian education, their collective scholarship in literary fiction helped preserve many ideas that were the treasures of Western thought for millennia. As successful as the Oxford Inklings were in influencing their generation through literary fiction and its power to engage the imagination, using literary fiction for Christian formation remains a largely neglected mode of learning in a culture facing even greater idiological challenges—such as those presented by the Simulation Theory Hypothesis.
Globalization and communication technologies are making intercultural communication necessary in international platform. Individuals need some skills to communicate effectively. Current foreign ...language teaching programs need to be prepared with the practices aimed at building intercultural communication skills. As in every educational process, the teacher is the most responsible person in teaching these skills. To identify and compare views of foreign language teachers on the teacher's role in building intercultural communication skills in foreign language teaching, and to collect data, twenty teachers from two universities of France and Turkey were asked to complete an open-ended questionnaire and followed one by one interview. The ethnic and cultural diversity enabled us to make comparisons among different perspectives. The analysis revealed that all participants developed awareness about importance of intercultural communication, yet experienced difficulties in planning intercultural activities and covering them in actual lessons. It was revealed that none of the participants had received any special training on intercultural communication. Some different views of participants that emerged, as a result of this study, are attributed to their cultural codes.
Minat membaca dapat mempengaruhi kualitas pencapaian hasil belajar siswa dalam bidang-bidang studi tertentu seperti halnya membaca. Permasalahan dalam penelitian ini diketahui bahwa cukup rendahnya ...minat membaca di perpustakaan bagi siswa SMK Negeri 1 Salatiga. Hal ini dilihat dari jumlah pengunjung, peminjam buku dan daftar pembaca di perpustakaan SMK Negeri 1 Salatiga. Penelitian ini bertujuan untuk mengetahui adakah pengaruh peranan guru, fasilitas perpustakaan dan pelayanan pustakawan terhadap minat membaca di perpustakaan bagi siswa kelas XI SMK Negeri 1 Salatiga. Penelitian ini termasuk penelitian kuantitatif. Metode pengumpulan data menggunakan angket. Metode analisis data menggunakan regresi linear berganda, uji asumsi klasik, uji hipotesis dan analisis deskriptif. Uji keberartian persamaan regresi dilihat dari uji F hitung = 47,074 dengan probabilitas sebesar 0,000 < 0,05 sehingga diperoleh hasil analisis regresi linier berganda dengan persamaan Y= 10,165+ 0,533X1 + 0,079X2 + 0,053X3+ e. Besarnya pengaruh secara simultan antara pengaruh peranan guru, fasilitas perpustakaan, dan pelayanan pustakawan terhadap minat membaca sebesar 64.4%. Pengaruh secara parsial variabel peranan guru terhadap minat membaca yaitu 83%, fasilitas perpustakaan yaitu 80%, sedangkan pelayanan pustakawan yaitu 66%. Interest as understood and used by people during this time may affect the quality of student achievement in specific areas of study as well as reading . The problem in this research note that the relatively low interest in reading in the library for students of SMK Negeri 1 Salatiga. It is seen from the number of visitors , the borrower's books and readers in the library list SMK Negeri 1 Salatiga. This study aims to know is there any influence of the role of teachers , library facilities and services librarians to interest in reading in the library for students of classes XI SMK Negeri 1 Salatiga .This study includes quantitative research. Methods of data collection using the questionnaire. Methods of data analysis using descriptive percentages and multiple linear regression .The significance of the test equation as calculated from the F test was 188.745 with probability was 0.000 < 0.05, while the results of multiple linear regression analysis with the equation Y = 10,165 + 0,533X1 + 0,079X2 + 0,053X3. The amount of influence simultaneously between the role of teacher, library facilities and services of the librarians in the library's reading interests SMK Negeri 1 Salatiga 64.4%. The simultaneous influence of the role of teacher was ar 83%, library facilitieswas ar 80% and librarian gives was 66% the student interest.
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