Joyful Learning as a learning process in which there is a strong cohesion between educators and learners, without any feelings of forced or depressed to make learners dare to do, dare to try, dare to ask, express opinions, and defend opinions so as not to fear wrong, ridiculed , underestimated and depressed. The purpose of this article is to illustrate the empowerment of madrasah English teachers with Joyful Learnig-Based Social Constructivism Pedagogy in the EFL Class. In implementing the concept of joyful based social constructivism pedagogy, the program is designed in four stages including socialization and training; class-class modeling; teacher engagement in classroom practice; and mentoring teachers to practice independently in the classes. In general, the English teachers in the two accompanying madrassas have been able to implement the concept of joyful based social constructivism pedagogy through a variety of methods and techniques that vary especially in brainstorming and ice breaking. Abstrak:Joyful Learning sebagai suatu proses pembelajaran yang didalamnya terdapat sebuah kohesi yang kuat antara pendidik dan peserta didik, tanpa ada perasaan terpaksa atau tertekan sehingga membuat peserta didik berani berbuat, berani mencoba, berani bertanya, mengemukakan pendapat, dan mempertahankan pendapat sehingga tidak takut salah, ditertawakan, diremehkan dan tertekan. Tujuan dari artikel ini adalah menggambarkan pemberdayaan guru bahasa Inggris madrasah dengan Joyful Learnig-Based Social Constructivism Pedagogy dalam Kelas EFL. Dalam mengimplemetasikan konsep joyful based social constructivism pedagogy ini, program didesain dalam empat tahap yang meliputi sosialisasi dan pelatihan; pemberian modelling dikelas-kelas; pelibatan guru dalam praktik di kelas-kelas; dan pendampingan guru untuk praktik secara mandiri di kelas-kelas. Secara umum, para guru bahasa Inggris di dua madrasah yang didampingi sudah mampu mengimplemetasikan konsep joyful based social constructivism pedagogy melalui berbagai macam metode dan teknik yang bervariasi khususnya dalam brainstorming dan ice breaking.

<p>English as an international language is needed for community to socialize each other. That is why learning English is important, formal and informal, for young learners to achieve the target of learning English in accordance with curriculum demands. For this reason, it is necessary to apply joyful learning for young learners. <em>Multiple Stories-reading</em> is one of the great methodsto be implemented through several stages: stimuli through novel words, stories and illustrations, followed by story exposure (story reading and listening), Animation task (integration of new words), Phonological recall and Definition of words. This community service in Jatisari village, Mijen Semarang, was aimed  to help the young learners, to improve their English language skills by strengthening English literacy through multiple stories-reading. It was preceded by observation, and the implementation of this method was carried out by socialization, the preparation stage, and the implementation phase. The results of the application method were as followed:  they got new vocabulary from various kinds of stories, and obtained directly by them through transferring ideas, values, characters, good-bad and ideologies.</p><p> </p><p>Bahasa Inggris sebagai salah satu bahasa internasional diperlukan dalam masyarakat untuk saling bersosialisasi. Oleh karena itulah diperlukan pembelajaran yang baik, formal dan informal, sejak anak-anak agar tercapai target pembelajaran bahasa Inggris sesuai dengan tuntutan kurikulumm. Untuk itulah diperlukan penerapan pembelajaran yang menyenangkan untuk anak-anak (young learners). Multiple Stories-reading merupakan salah astu metode yang bisa diterapkan untuk anak-anak melalui beberapa tahapan yaitu: stimuli melalui novel words, stories dan ilustrasi, dilanjutkan dengan story exposure (pembacaan cerita dan anak-anak mendengarkan), animasi task (integrasi kata-kata baru yang didengar), dan phonological recall (pengulangan cara membaca), serta definisi kata-kata. Pengabdian kepada masyarakat di desa Jatisari, Mijen Semarang, bertujuan untuk membantu masyarakat, khususnya anak-anak dalam rangka meningkatkan kemampuan berbahasa Inggris dengan penguatan literasi Bahasa Inggris melalui ‘multiple stories-reading. Dengan didahului dengan observasi, implementasi metode ini dilaksanakan dengan diawali dengan sosialisasi, tahap persiapan, dan tahap pelaksanaan. Hasil dari penerapan metode ini antara lain; anak-anak mendapatkan kosa-kata baru dari berbagai macam cerita, dengan diperoleh langsung oleh mereka melalui transfer ide, nilai, karakter, baik-buruk dan ideologi.</p>

<p>The educational practices of Indonesian schools today are executed under the 2013 Curriculum. Although it has been implemented 5 years, problems of its realization are still found. It is partly due to insufficient knowledge and skills of teachers in terms of planning, implementing, assessing and evaluating a sequence learning processes. Coaching is one of professional development programs which may enhance teachers’ skill and will. It emphasizes on good relationship between the coach and the coachee so that they can work as coworkers so that it makes the coachee feel at ease to consult the problems of learning.  This paper shares some experiences of a coaching program to develop 7 teachers’ pedagogical competence of 5 Islamic Junior High Schools in Semarang. The implementation covers assessing needs, developing materials, designing assessment, presenting materials, implementing the materials, and making reflection.</p>

Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran kooperatif tipe Pair Check terhadap pemahaman konsep matematika siswa. Desain penelitian yang digunakan dalam penelitian ini adalah post-test only control group. Populasi penelitan ini adalah seluruh siswa kelas VII SMP Negeri 1 Marga tahun ajaran 2018/2019 yang berjumlah 222 siswa dan tersebar ke dalam 7 kelas. Sampel dipilih dengan teknik random sampling. Data pemahaman konsep matematika siswa diperoleh melalui tes uraian. Analisis data menggunakan uji t dengan taraf signifikansi 5%. Berdasarkan hasil pengujian dengan uji t diperoleh nilai thitung = 2,145 dan ttabel = 1,9989 sehingga thitung > ttabel. Hasil pengujian tersebut menunjukkan bahwa pemahaman konsep matematika siswa yang mengikuti pembelajaran dengan model pembelajaran kooperatif tipe Pair Check lebih baik daripada pemahaman konsep matematika siswa yang mengikuti pembelajaran konvensional. Jadi dapat disimpulkan bahwa model pembelajaran kooperatif tipe Pair Check berpengaruh positif terhadap  pemahaman konsep matematika siswa.

Literature has shown that portfolio assessment is meaningful for supporting student-teachers� language and teaching skills. However, integrating portfolio assessment and Multi-layered Peer Coaching (MPC) is still scarcely done. To fill in this empirical void, this study elaborates the implementation of portfolio assessment in Micro Teaching class integrated with MPC. This is a case study with 22 pre-service teachers and one teacher educator as data sources. The data were collected through observation and documentation, and analyzed by using interactive model of analysis. It reveals that the artifacts of portfolio are dominated by collaboration-based products, comprising 13 artefacts. This portfolio may be developed to accommodate alternative assessment in Micro Teaching Class.