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"As a teacher, you have the ability to positively shape your students? future. This book will give you tools and advice to help you fulfill your passion for teaching and help your students succeed."

"As a teacher, you have the ability to positively shape your students? future. This book will give you tools and advice to help you fulfill your passion for teaching and help your students succeed."

"Riset yang mengkaji pengaruh regulasi diri terhadap strategi menulis di Indonesia belum banyak dilakukan. Penelitian ini mengkaji pengaruh perbedaan individu khususnya gender terhadap strategi menulis berbasis regulasi diri dengan melibatkan minat akademik sebagai mediator dan bertujuan menghubungkan strategi menulis dengan gender siswa serayamemperhitungkan minat akademik ketika belajar bahasa Inggris. Penelitian ini dilakukan secara kuantitatif dengan menggunakan desain korelasional. Data diperoleh lewat survei dengan instrumen berupa kuesioner yang disebarkan secara daring kepada 324 orang pemelajarbahasa Inggris sebagai bahasa asing dari empat sekolah menengah atas swasta di kota Malang.Analisis statistik deskriptif dan inferensial multivariat digunakan untuk mengolah data yang diperoleh peneliti. Hasil olah data mengungkap bahwa penggunaan strategi menulis berbasis regulasi diri oleh siswa tergolong baik. Perbedaan gender ditemukan pada strategi "perencanaan". Apabila minat akademik Bahasa Inggris dimasukkan sebagai variabel kovariat, maka perbedaan gender ditemukan pada lebih banyak strategi menulis. "Nilai" berpengaruh terhadap "prakarsa diri", "perencanaan", dan "menghasilkan teks". "Pengetahuan"berpengaruh pada kelima dimensi strategi menulis. Selain itu, "keterlibatan" berpengaruh terhadap "prakarsa diri", "revisi", dan "respon terhadap balikan". Secara teoretis, penelitian ini berkontribusi memaparkan perbedaan gender terhadap strategi menulis dalam praktik belajar dan mengajar. Pengajar disarankan untuk memertimbangkan perbedaan gender ketika memperkenalkan strategi menulis, baik secara eksplisit maupun implisit.

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Studies on the effect of self-regulation towards writing strategies in Indonesia had not been

widely carried out. This research attempted to test the effect of individual differences,

particularly gender on writing strategies based on self-regulation while taking into account the

academic interest as mediator. This research was conducted quantitatively using a correlational

design. Data were obtained through a survey model where online questionnaires were

distributed to 324 high school students who were studying English as a foreign language. Four

private schools from Malang city were the sources of samples. The data were processed using

descriptive and inferential multivariate statistical analyses. The results showed that the use of

self-regulation-based writing strategies by students was classified as good with gender

differences was found in the 'planning' strategy. However, after inputing variables of academic

interest as covariates, then gender differences were found in several writing strategies. 'Value'

influences 'self-initiating', 'planning', and 'text-generating'. 'Knowledge' affects the five

dimensions of writing strategy. In addition, 'engagement' affects 'self-initiating', 'revising',

and 'acting on feedback'. Theoretically, this research contributed to explaining gender

differences in writing strategies in teaching and learning practices. Teachers were advised to

consider gender differences when introducing writing strategies, either explicitly or implicitly."

"Adanya pembatasan interaksi fisik dan pembelajaran tatap muka akibat pandemi COVID-19 menyebabkan Fakultas Ilmu Sosial dan Ilmu Politik Universitas Padjajaran melakukan transisi pembelajaran tatap muka menjadi pembelajaran daring. Pihak fakultas menilai bahwa pembelajaran daring dapat menimbulkan tantangan dan memberikan peluang, khususnya apabila dilihat dari sudut pandang dosen. Penelitian ini bertujuan untuk mengidentifikasi tantangan serta peluang dalam penyelenggaraan pendidikan secara daring berdasarkan sudut pandang dosen. Proses identifikasi dilakukan dengan melakukan survei dengan kuesioner yang bersifat open-ended questions dengan panduan pertanyaan merujuk pada identifikasi tantangan dan peluang hasil systematic literature review (SLR). Hasil survei kemudian dilakukan analisis tematik untuk mengidentifikasi tema-tema tantangan dan peluang. Analisis tematik menghasilkan empat tema tantangan dan tiga tema peluang. Tema tantangan meliputi: Tantangan Pelaksanaan Perkuliahan, Tantangan Institusi, Tantangan Individu, dan Tantangan Teknologi. Tema peluang meliputi: Peluang Individu, Peluang Perkembangan Metode Pembelajaran, dan Peluang Akses Eksternal......Face-to-face interaction was prohibited by the government caused by COVID-19 pandemic. Due to prohibition of face-to-face interaction, online learning was used as alternative for conducting learning activities at Faculty of Social and Political Sciences Padjadjaran University. During transition period, faculty member identified several challenges and opportunities on online learning that came from lecturers' perspective. This study aim to identified challenges and opportunities that came from online learning based on lecturers' perspective. Systematic literature review (SLR) was used to identified challenges and opportunities of online learning from previous studies. Then, survey was conducted with lecturers that teach in higher educational institution as respondents. Open-ended questions was formed based on literatures and used to collect lecturers' opinion about challenges and opportunities of online learning. Thematic analysis was used to analyzed and identified pattern and theme of challenges and opportunities that emerged from lecturers' opinion. Four themes found regarding challenges including: courses delivery and evaluation, institutionals, individuals, and technological challenges. Three themes regarding opportunities including: individuals, development of teaching method, and external accessibility."

"Penelitian ini bertujuan untuk mengukur sikap guru terhadap pendidikan inklusif dan penggunaan strategi yang efektif dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Partisipan dalam penelitian ini terdiri dari 40 orang guru yang berasal dari sekolah dasar negeri inklusif di Depok. Partisipan diberikan dua buah kuesioner, masing-masing mengukur sikap guru dan strategi guru dalam interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Observasi melalui video dilakukan untuk melihat strategi apa sajakah yang digunakan oleh guru dalam mendukung interaksi sosial tersebut. Hasil penelitian menunjukkan bahwa guru memiliki sikap positif dan penggunaan strategi yang tinggi dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Hasil penelitian juga menunjukkan bahwa terdapat hubungan yang signifikan antara sikap dan strategi guru tersebut. Hasil perhitungan analisa multiple regression menunjukkan bahwa setiap komponen sikap kognitif, afektif, dan perilaku , dapat memprediksi secara signifikan varians strategi guru dengan persentase yang cukup besar. Data yang berasal dari analisa rekaman video menunjukkan bahwa terdapat sedikit penggunaan strategi oleh guru. Pelatihan guru mengenai siswa berkebutuhan khusus dan keterampilan penggunaan strategi direkomendasikan untuk mendukung guru dalam menghadapi seting pendidikan inklusif.

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This study is aimed to measure teachers'attitudes towards inclusive education, and their usage of effective strategies in supporting special education needs students and peer's interaction. Participants of this study were forty classroom teachers, drawn from inclusive primary schools in Depok. Teachers responded to two questionnaires, indicating their attitudes towards inclusive education, and the questionnaire focused on the teachers'strategies supporting special education needs students and peer's social interaction. Observation using video recording was carried out in order to capture what strategies teachers used in facilitating interaction amongst student in the classroom.

The results revealed that teachers held positive attitudes towards inclusive education, also have high score on using their strategies. The results also showed the strong correlation between teachers'attitudes and their strategies. The results of multiple regression calculation showed that each component of attitudes cognitive, affective, and behavioral can significantly predict the variance of teachers'strategies with a considerable percentage. The data taken from the video recording analysis, however indicated that teachers used less effective strategies to support interaction. Teachers' training covering knowledge about SEN students and skills on teaching strategies are recommended to support teachers for better practices in an inclusive educational setting."