Sri Tutur Martaningsih
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Published : 6 Documents
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Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia

International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 1: March 2015
Publisher : Institute of Advanced Engineering and Science

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Abstract

Various learning problems occur due to the teachers’ inability in managing the learning process. Teacher’s learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge (PCK) of primary school teachers; and 2) the relationship between the teacher’s PCK with student’s motivation in learning. The experiment was conducted on teachers and primary school students in Yogyakarta, Indonesia. Teacher samples were taken by purposive sampling technique, whereas the student samples were taken by random sampling technique. The data of students’ motivation were collected through questionnaire, whereas data of PCK obtained from the results of teachers’ competency test in the last 2013. Data were analyzed using Pearson correlation technique. The results showed there is a relationship between teacher’s pedagogical content knowledge with student motivation in learning (p value is 0.000, and r is 0.0907).

Primary School Teachers’ Perception About Curriculum 2013 Assessment System

Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7 No 2 (2017)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

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Abstract

The research is intended to find out: 1)the level of primary school teacher understanding of Curriculum 2013, 2). The level of teacher understanding on the authentic assessment, 3)The difficulties faced by the teacher when doing authentic assessment, and 4)The effort of the teacher to solve those difficulties. In collecting the data, the researcher used questionnaires and interviews to the primary school teachers in Yogyakarta, then analyzed the data using statistic descriptive analysis technique. The results of this research showed that: a) most of the teachers didn’t understand the Curriculum 2013, yet they were not given any training before; b) teachers’ understanding in authentic assessment system were low; c) the teacher were lack of the ability to define the  competence, indicators, learning objectives, and also arranging of assessment instrument and final report, d) the teacher effort to solve those difficulties were by joining the training peer discussion, and mentoring by Education Department as well as to the higher education institution.

Module Based on Pedagogical Content Knowledge to Increase the Engagement and Skills of the Future Teachers in Designing a Lesson Plan

Journal of Education and Learning (EduLearn) Vol 11, No 1: February 2017
Publisher : Institute of Advanced Engineering and Science

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Abstract

Lesson plans is the most important component in preparing a quality learning. Teachers’ low understanding on pedagogical content knowledge affects their skills in designing learning. It needs serious effort to equip future teachers with pedagogical content knowledge to produce professional teachers. The aim of this study is to increase the engagement and skills of future teachers in designing lesson plans using module based on pedagogical content knowledge. College-students engagement indicators are adopted from Students Engagement Instrument (SEI)-Appleton, Christenson, Kim, and Reschly, consisting of affective and cognitive engagement. The skill in question are the ability to writing the subject’s identity, writing competencies, formulating indicators, compiling teaching materials, designing media, choosing learning method, compiling learning scenarios, as well as designing assessment. This research is a classroom action research that is designed in two cycles of learning with the number of respondents is 73 college-students. Each learning cycle is consisting of planning, implementation, observation, and reflection. The data collection techniques was self-report, observation, portfolios, interviews, field notes, and study documentation. Descriptive statistics were used to analyse the quantitative data, whereas qualitative data were analysed by qualitative analysis of Miles & Hubberman model. The results showed that the PCK-based module is able to increase college-students engagement and ability in designing a lesson plan.

Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia

International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 1: March 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Original Source | Check in Google Scholar | Full PDF (164.543 KB)

Abstract

Various learning problems occur due to the teachers’ inability in managing the learning process. Teacher’s learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge (PCK) of primary school teachers; and 2) the relationship between the teacher’s PCK with student’s motivation in learning. The experiment was conducted on teachers and primary school students in Yogyakarta, Indonesia. Teacher samples were taken by purposive sampling technique, whereas the student samples were taken by random sampling technique. The data of students’ motivation were collected through questionnaire, whereas data of PCK obtained from the results of teachers’ competency test in the last 2013. Data were analyzed using Pearson correlation technique. The results showed there is a relationship between teacher’s pedagogical content knowledge with student motivation in learning (p value is 0.000, and r is 0.0907).

Evaluation model of career counseling program at vocational high school

International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 2: June 2019
Publisher : Institute of Advanced Engineering and Science

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Abstract

Vocational high school graduates are expected to readily enter the work field, nevertheless, the number of unemployment from vocational high school graduates is still big. Optimizing a career guidance service requires complete evaluation feedback. In detail, this research aims to: identifying a construct instrument applicable to evaluate a career guidance program at vocational high school; Developing an evaluation model; and Examining the measurement, structure and the effectivity of the model. The research’s approach and development employ Borg & Gall’s Model. The test toward the product is addressed to nine vocational high schools in Yogyakarta. The validity and reliability instruments are verified through expert judgment, alpha Cronbach analysis, Exploratory Factor Analysis (EFA), testing the measurement model, and for the structural model, it is verified by means of partial least square (PLS) SmartPLS 3.0. The product constitutes a career guidance evaluation model at vocational high school, complete with its application, manipulation, and analysis up to recommendation construction. The result of the EFA test shows six measurement factors of counseling service: assertiveness, career readiness, self-awareness, career awareness, work characteristics, and positive attitude towards guidance and counseling service. The quality instrument product of TADIPHE consists of the target component (3 items), assessment (13 items), design (13 items), installation (22 items) process (44 items), the result (70 items), and effectiveness of the program (7 items). The result of the partial least square shows that all predictors contribute (Q2) as much as 88.91%, and 11.09 % and the rest may be determined by other variables outside the research.