Hasil Pencarian  ::  Simpan CSV :: Kembali

"This study aims to identify problems facing by participants in experiencing teaching practice under The Strengthening Teaching Competency Programme. An evaluation method was employed through problem and issues maping, interpreting problem dynamics, and improving actions. A qualitative-naturalistic approach with interview was conducted during April-july 2009 to participants of Lower Secondary School Teacher Training who live in remote and rural areas in Bandung, Bogor, and Serang region. Interview was also conducted to tutors, supervisors, programme manager, remote-school principals, peer teachers and students involved in the teaching practicum/exercise. Observations and documentary study were employed to support the data of the interview. Problems identified as the low performance of supervisory officials and partnership schools in guiding student teachers in developing didastic materials for both practicum and final exam. Most participants become stressed due to the absence of a definite timetable guidance process both in the process of lesson plan development, implementation of practicum and execution of final exams. It was suggested to redesign the current system with a more reliable system for participants coming from remote areas who wish to carry out teaching practice."

"Open and Distance Learning (ODL) nowadays becomes a trend in higher education. Course delivery and course material distribution have already been in electronic form by using information and communication technology (ICT). This technology becomes cheaper and much easier to be used. Indonesia as a nation where its people spread in thousands of islands does not always have face-to-face university in each city. Meanwhile, the need of skilled worker is always increased. ODL then becomes an alternative to educate people by using different way of teaching and learning process. People who have difficulties in accessing face-to-face university can use ODL as an alternative to upgrade their education. The role of ICT in ODL become important since the students can learn by using ICT. The students cal also “meet” their colleagues virtually. Meanwhile, it was explored that ICT can be utilized for online examination. Online examination is more efficient, much faster in processing the examination result, and much cheaper in budget. This article discusses many aspects of strength and weakness which is faced by educational institutions in administering online examinations."

"Pada dunia Pendidikan, pencapaian akademik setiap peserta didik dipengaruhi oleh berbagai hal, salah satunya adalah keterlibatan agentik atau agentic engagement. Akan tetapi, sejak diterapkannya Pembelajaran Jarak Jauh (PJJ), terjadi penurunan student engagement dalam belajar yang berdampak pada berbagai hal seperti putus sekolah. Student engagement sendiri juga dipengaruhi oleh berbagai faktor, seperti kelekatan dengan teman sebaya atau peer attachment. Oleh karena itu, penelitian ini bertujuan untuk mengetahui hubungan antara peer attachment dan agentic engagement selama PJJ. Partisipan penelitian ini terdiri dari 215 mahasiswa baru perguruan tinggi di Jabodetabek dengan rentang usia 18-21 tahun (M =19,1, SD = 0.81). Alat ukur yang digunakan adalah Agentic Engagement Scale (AES) untuk mengukur variabel agentic engagement dan Inventory of Parent and Peer Attachment (IPPA) untuk mengukur variabel peer attachment. Analisis yang dilakukan pada penelitian ini adalah analisis korelasi pearson. Hasil penelitian yang diperoleh menunjukkan bahwa peer attachment memiliki hubungan yang positif dan signifikan terhadap agentic engagement (r = 0.23, p < 0.01, r2 = 0.05). Artinya, semakin tinggi peer attachment.

---

In education's world, the academic achievement of each student is influenced by various things, one of them is agentic engagement. However, since the implementation of Distance Learning (PJJ), there has been a decrease in student engagement in learning which has an impact on various things such as dropping out of school. Student engagement itself is also influenced by various factors, such as peer attachment. Therefore, this study aims to determine the relationship between peer attachment and agentic engagement during PJJ. The participants of this study consisted of 215 freshmans of higher education in Jabodetabek with an age range of 18-21 years (M = 19.1, SD = 0.81). The measuring instrument used is the Agentic Engagement Scale (AES) to measure the agentic engagement variable and the Inventory of Parent and Peer Attachment (IPPA) to measure the peer attachment variable. The analysis conducted in this research is Pearson correlation analysis. The results obtained indicate that peer attachment has a positive and significant relationship to agentic engagement (r = 0.23, p < 0.01, r2 = 0.05). That is, the higher the peer attachment to students, the higher the level of agentic engagement in learning. Vice versa."

"This article is the result of research on face-to-face tutorial services for students participating in distance education programs. The research was conducted during the months April to June 2009 in tutorial centers in the distric of Tangerang located at SMPN XIII and SD Sukasari 1. subjects were participants of primary school teacher training program (PGSD), tutors, managers and organizers of the program. Observations focused on the administrative services, academic services, and facilities for tutorial activities. Results showed that there was no special briefing for participants. As a result many students are not prepared to follow the tutorial. The location viewed from the perspective of affordability was very low, because most students live in the suburbs. Tutorial classroom conditions do not meet minimum service standards of a conducive learning space a result tutors were difficult to develop an instructional system optimally. It is advisable to give a special briefing for the students so that participants had an understanding of the nature of the tutorial, the need to increase the quality of facilities and infrastructure, review the location of activities, and the need for strict academic requirements for tutors. "

"This research is conducted with the intentions to determine any differences in academic achievement between students with two kinds of educational background, i.e. those coming from the natural sciences department (IPA) and from the social sciences (IPS). The results of this study revealed that there are significant differences in the achievement of the two groups of students. From the semester I to the semester IV students with natural sciences (IPA) as educational background is superior compared to students coming from the social sciences department. This is due to the identical elements existing in the educational background and that in FK. But since the 5th semester there are no significant differences obtained in academic achievement between the two groups of students. This indicates that accomodation and adaptation happened in the last semesters. "

"preparing elementary school teachers to teach science by inguiry in distance education cannot be separated from the use of media and information technology. In this study modules were used as a main learning sources and video record modeling as educational media. which was developed using research and development (R & D) cycles."

"Gender issue becomes an interesting concern in education for there has been cultural bias and gender inequalities that unconsiously spread out though teaching and learning activities. Some learning materials, especially in elementary and secondary school, still show gender bias on occupation of women general."

"This article is written based on the research about tutorial. the research is aimed to uncover student's perception of the effectiveness of face-to-face tutorial with semi block system conducted in UPBJJ_UT Pangkal pnang at the first semester of 2007. Data were gathered from 114 respondents using questionnaire and analyzed using descriptive analysis. The research found that student"

"Beberapa penelitian telah menemukan adanya penurunan keterlibatan belajar peserta didik pada kondisi pandemi Covid-19. Padahal, keterlibatan belajar peserta didik merupakan salah satu faktor penting yang dapat memengaruhi prestasi akademik peserta didik. Salah satu komponen dari keterlibatan belajar adalah agentic engagement, yang menunjukkan kontribusi konstruktif peserta didik dalam proses pembelajaran. Beberapa penelitian terdahulu menemukan bahwa keterlibatan belajar dapat dipengaruhi oleh berbagai faktor, salah satunya oleh self-regulated learning. Oleh karena itu, penelitian ini dilakukan untuk mencari tahu hubungan antara self-regulated learning dan agentic engagement selama pembelajaran jarak jauh. Partisipan penelitian merupakan peserta didik kelas 12 SMA yang bersekolah di wilayah Jabodetabek. Self-regulated learning diukur dengan menggunakan Motivated Strategies for Learning Questionnaire, sedangkan agentic engagement diukur dengan menggunakan Agentic Engagement Scale. Penelitian dilakukan terhadap 202 partisipan berusia 16-20 tahun (M = 17.69, SD = .84). Berdasarkan uji korelasi Pearson, ditemukan bahwa self-regulated learning berkorelasi secara positif dan signifikan dengan agentic engagement (r = .62, p < .05). Artinya, semakin tinggi kemampuan self-regulated learning peserta didik, maka agentic engagement peserta didik juga akan semakin tinggi, begitu juga sebaliknya. Lebih lanjut, nilai effect size menunjukkan bahwa terdapat 38% variasi dari agentic engagement yang dapat dijelaskan oleh self-regulated learning.

---

Several studies have found a decrease in student engagement during the Covid-19 pandemic. Though, student engagement is one of the important factors that can affect student academic achievement. One component of engagement is agentic engagement, which shows the constructive contribution of learners in the learning process. Several previous studies have found that student engagement can be influenced by various factors, one of which is self-regulated learning. Therefore, this study was conducted to find out the relationship between self-regulated learning and agentic engagement during the distance learning condition. Research participants are 12th grade high school students who study in the Jabodetabek area. Self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire, while agentic engagement was measured using the Agentic Engagement Scale. The study was conducted on 202 participants aged 16-20 years (M = 17.69, SD = .84). Based on the Pearson correlation test, it was found that self-regulated learning was positively and significantly correlated with agentic engagement r = .62, p < .05). It means that the higher the self-regulated learning ability of students, the higher the agentic engagement of students, and vice versa. Furthermore, the effect size value shows that there is a 38% variation in agentic engagement which can be explained by self-regulated learning."