The global COVID-19 pandemic has created the urgent need for online instruction throughout all levels, including teacher professional development. As we move beyond the survival phase of remote teacher professional development, it is critical to well understand teacher acceptance and continued use of online professional development. Digital literacy and social presence (SP) have been widely studied to understand online teaching and learning process. However, there is a dearth of studies that examine the impact of digital literacy and SP on the acceptance of online teacher professional development (OTPD). This study aimed to examine if digital literacy and SP affected secondary school teachers' acceptance and continued use of OTPD. A quantitative method was employed with two hundred and thirty-two Indonesian secondary school teachers completed a 48-item questionnaire based on an extended technology acceptance model and teacher digital literacy framework. Data were analyzed by structural equation modeling. The findings showed that digital literacy and SP significantly affected teachers' acceptance of OTPD. Therefore, this study suggests that the proposed model is valid to explain teachers' engagement in OTPD. The results have implications for educational leaders, designers, and facilitators who want to promote online professional development.
Pembelajaran matematika tidak hanya sekedar pembelajaran untuk mengembangkan kemampuan berhitung tetapi pembelajaran yang mengembangkan kemampuan berfikir matematika secara logis, sesuai dengan konsep matematika yang sistematis dengan melibatkan lingkungan siswa. Keterampilan berpikir kreatif dan kemampuan komunikasi merupakan dua aspek kemampuan yang harus dimiliki oleh peserta didik disamping keterampilan afektif.Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis masalah (problem-based learning) terhadap keterampilan berpikir kreatif dan kemampuan komunikasi matematis siswa. Penelitian ini menggunakan kuasi eksperimen dengan desain pre-test dan post-test. Subjek penelitian terdiri dari 50 siswa SMA. Pengumpulan data dilakukan dengan mengadakan pre-test dan post-test serta pemberian angket. Data dianalisis dengan menggunakan rubrik berpikir kreatif dan komunikasi matematis, kemudian diolah lebih lanjut dengan uji statistik. Hasil penelitian mengungkapkan bahwa pembelajaran berbasis masalah dapat meningkatkan kemampuan berpikir kreatif dan komunikasi matematis siswa lebih baik daripada pendekatan pembelajaran konvensional. Oleh karena itu, penelitian ini menunjukkanbahwa strategi pembelajaran memiliki peran penting dalam pengembangan kreativitas dan komunikasi matematis siswa.
Tujuan penelitian ini adalah untuk mendapatkan formula yang dapat digunakan oleh Mahasiswa Hukum dalam menentukan pilihan menjadi pengacara atau jaksa berdasarkan nilai yang didapat dalam beberapa mata kuliah. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode Library Research dan memanfaatkan sumber informasi tertulis yang diakui secara resmi. Subjek penelitian ini adalah para Mahasiswa lulusan Strata Satu (S1) Ilmu Hukum yang telah berprofesi sebagai pengacara dan jaksa sebanyak 100 sampel. Penelitian ini menggunakan teknik pengumpulan data studi dokumentasi dan wawancara. Data yang terkumpul dalam penelitian ini dianalisis dengan analisis Descriminant Fisher’s. Penelitian ini menggunakan analisis deskriminan untuk 2 kelompok, yaitu kelompok profesi pengacara dan profesi jaksa. Hasil penelitian menunjukkan bahwa untuk Mahasiswa yang memiliki nilai tinggi untuk varibel nilai Sosiologi, Hukum dan HAM, Kriminologi, dan Public Speaking lebih berpotensi sebagai pengacara, sedangkan untuk Mahasiswa yang memiliki nilai tinggi untuk variabel Koneksi, Bahasa Indonesia, Hukum Internasional, Pendidikan Agama, Ilmu Perundang-undangan, dan Tindak Pidana lebih berpotensi sebagai Jaksa. Formula Descriminant Fisher’s yang diperoleh adalah sebagai berikut: P1 = (7.209)X1 + (10.015)X2 + (6.746)X3 + (8.409)X4 + (6.726)X5 + (0.775)X6 + (9.599)X7 + (4.612)X8 + (1.232)X9 + (5.666)X10, dan P2 = (3.939)X1 + (7.053)X2 + (3.761)X3 + (6.505)X4 + (7.282)X5 + (1.952)X6 + (14.161)X7 + (5.984)X8 + (4.499)X9 + (6.555)X10 The purpose of this research is to obtain a formula that can be used by Student Law in determining the choice to become a lawyer or prosecutor based on the value obtained. This research uses descriptive qualitative approach with Library Research method which utilizes official written information source. The subjects of this study are the graduates of Strata 1 (S1) of Legal Studies who have worked as lawyers and prosecutors as many as 100 samples. This study uses data collection techniques of documentation and interviews. The data collected in this study were analyzed with Descriminant Fisher's analysis. This research uses descriptive analysis for 2 groups, namely lawyer profession group and prosecutor profession. The result of the research shows that for students who have high score for Sociology, Law and Human Rights, Criminology, and Public Speaking variables are more potential as lawyers, while for high value students for connection Indonesian variables, International Law, Religious Education, Legislation, and Criminal Acts are more potential as prosecutors. The Descriminant Fisher's formula obtained is as follows: P1 = (7.209)X1 + (10.015)X2 + (6.746)X3 + (8.409)X4 + (6.726)X5 + (0.775)X6 + (9.599)X7 + (4.612)X8 + (1.232)X9 + (5.666)X10, and P2 = (3.939)X1 + (7.053)X2 + (3.761)X3 + (6.505)X4 + (7.282)X5 + (1.952)X6 + (14.161)X7 + (5.984)X8 + (4.499)X9 + (6.555)X10
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