Developing a heutagogy approach to promoting teacher  competencies in Indonesia

Handayani, Silvia Mariah; Yeigh, Tony; Jacka, Lisa; Peddell, Lewes

doi:10.18844/cjes.v16i3.5765

Cited by 7 publications

(7 citation statements)

References 21 publications

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“…A heutagogical approach to learning and teaching is characterized first and foremost by the learner in terms of what content the learner wishes to master or produce. Some elements of subject or course design that support student-centered or learning in a heutagogic approach are as follows (Bansal et al, 2020;Handayani et al, 2021): 1) Participant-defined learning contracts, 2) Flexible curriculum, 3) Learner-directed questions, 4) Flexible and negotiated assessments. Although this research is only limited to reviewing some of the literature reviews that try to explore the use and implementation of these approaches in implementing learning, it is hoped that researchers and other institutions interested in continuing the research to the next stage, can use the results of this research as a basis that these approaches can have a positive effect on the implementation of education and teaching.…”

Section: Heutagogic Approach In Learning In the Digital Agementioning

confidence: 99%

“…They are involved in setting goals, designing learning plans, and selecting appropriate resources and strategies. Learners are encouraged to reflect on their progress, identify their own learning needs, and take responsibility for their learning outcomes (Handayani et al, 2021;Sulistya, 2019).These three approaches can certainly be used by teachers as an approach to managing learning according to the characteristics of students or students. Each of these approaches has characteristics and potential uses that are different from one another.…”

Section: Introductionmentioning

confidence: 99%

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Implementation of Pedagogical, Andragogical, and Heutagogical Approaches in Education System Sustainability

Budiarto,

Yusuf,

Subagya

2023

indonesian j. educ. res. rev.

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Nowadays it is very important for educators to know a theme regarding approaches to learning. Therefore, this study aims to analyze various learning approaches such as pedagogic, andragogic, and heutagogic as learning approaches that are commonly used in education delivery. The research method used is a literature review. The data collection technique for this research was to study articles related to pedagogic, andragogic, and heutagogic followed by analysis of qualitative descriptive data with a sample number after going through the screening and feasibility stages of 14 papers, total of 459 papers found from three databases during the identification process. The results of this study indicate that each approach has different characteristics and can be applied according to the characteristics of the students and the material, the pedagogic approach can be applied at the early education level, andragogic is very suitable for adult learning, and the heutagogic approach. This approach is relevant to higher education. Through this research can be used as a reference for teachers to choose an approach that suits the characteristics of their students.

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Section: Heutagogic Approach In Learning In the Digital Agementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementation of Pedagogical, Andragogical, and Heutagogical Approaches in Education System Sustainability

Budiarto,

Yusuf,

Subagya

2023

indonesian j. educ. res. rev.

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“…Perubahan yang berlaku dalam dunia pendidikan masa kini adalah sejajar dengan Revolusi Industri 4.0 yang mana sistem pembelajaran dan pengajaran adalah lebih tertumpu pada pendekatan heutagogy [8]. Pendekatan heutagogy ini merupakan satu pendekatan yang paling bersesuaian dengan konsep pembelajaran yang berasakan kepada e-pembelajaran [9] [10]. Pendekatan ini dilihat lebih berarah kepada pembelajaran kendiri, bersifat fleksibel, berpusatkan kepada pelajar dan juga bersifat sepanjang hayat.…”

Section: Pendahuluanunclassified

Isu Pelaksanaan dan Inovasi E-Pembelajaran Pendidikan Seni Visual Sekolah Luar Bandar di Fasa Pandemik Covid 19

Puteri¹,

Mokhtar²,

Alim³

2022

Journal of Engineering, Technology, and Applied Science

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E-pembelajaran bagi Pendidikan Seni Visual (PSV) di sekolah luar bandar berhadapan dengan pelbagai isu pelaksanaan pembelajaran disamping kewujudan pelbagai inisiatif para pendidik. Justeru, kajian ini dijalankan bagi mengenalpasti isu pelaksanaan dan mengkaji inovasi e-pembelajaran di sekolah luar bandar ketika pandemik melanda negara. Instrumen temu bual berstruktur secara berkumpulan dibina bagi menjalankan pengumpulan data bersama 30 orang guru pelatih siswazah tahun akhir Ijazah Sarjana Muda Pendidikan (Seni) di Universiti Pendidikan Sultan Idris, Perak yang telah menjalani latihan praktikum di sekolah menengah. Dapatan kajian yang diperoleh bagi soalan kajian pertama adalah pembelajaran abad ke-21, manakala tema kedua adalah pembelajaran secara digital. Hasil dapatan kajian menunjukkan isu pelaksanaan e-pembelajaran PSV mendapati guru pelatih menggunakan teknologi telefon pintar, kaedah Pembelajaran Berasaskan Projek, Pembelajaran Teradun, menjalankan kuiz dalam talian, dan pengajaran melalui laman sosial. Inovasi e-pembelajaran yang dihasilkan adalah guru pelatih menghasilkan YouTube Channel dan modul digital dalam sesi e-pembelajaran. Oleh itu, guru pelatih juga perlu sentiasa mencari alternatif e-pembelajaran semasa menjalani praktikum dengan meningkatkan literasi teknologi mengikut keperluan murid di luar bandar agar sesi pembelajaran dan pembelajaran dapat dijalankan secara berterusan. Issues of Implementation and Innovation of E-Learning Visual Arts Education in Rural Schools During the Pandemic Of Covid 19 Abstract: E-learning for Visual Arts Education (VAE) in rural schools faced with various learning implementation issues in addition to the existence of various initiatives by educators. Therefore, this study was conducted to identify implementation issues and examine the innovation of e-learning in rural schools during pandemic. A focus group structured interview instrument was built to conduct data collection with 30 graduate trainee teachers from final year of the Bachelor of Education (Arts) at Universiti Pendidikan Sultan Idris, Perak who had undergone practicum training in secondary schools. The research findings obtained for the first research question is 21st century learning, while the second theme is digital learning. The results of the study showed the issue of VAE e-learning implementation find that trainee teachers use smartphone technology, Project-Based Learning methods, Blended Learning, conducting online quizzes, and teaching through social media. The e-learning innovation produced by trainee teacher was YouTube Channel and a digital module in the e-learning session. Therefore, trainee teachers also need to constantly look for e-learning alternatives during the practicum by improving technology literacy according to the needs of students in rural areas so that learning and learning sessions can be carried out continuously. Keywords: E-Learning, Innovation, Rural Areas, Visual Art Education

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“…In accordance with the times, today teachers are required to be certified in the sense of meeting qualification and competency standards. All of these competencies must be owned by a teacher and applied in the world of education, one of which is professional competence (Handayani et al, 2021;Putri & Sari, 2020;Suebsing & Nuangchalerm, 2021). The capacity to grasp knowledge in the areas of science, technology, and art is known as professional competence.…”

Section: Introductionmentioning

confidence: 99%

The Influence of the Principal’s Academic Supervision and Teacher Commitment to the Professional Competence of the State Junior High School Teachers

Syafitri,

Irsyad,

Rifma

et al. 2023

JERE

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One of the causes of the low professional competence of a teacher is that the teacher does not prepare learning material properly, does not master learning material, the teacher is less varied in choosing learning methods and models. The main objective of this study is to analyze the commitment of teachers and academic supervisory authorities with regard to the professional competence of teachers in public junior high schools. This study is a national quantitative study with an interdisciplinary focus. This study uses a correlational quantitative approach. The participants in this study were 124 PNS teachers. The instrument used for data collection was a questionnaire prepared using a Likert scale. The correlation formula is used to analyze the research results. The results of the descriptive analysis of teacher professional skills were 80.66%, the principal's academic supervision was 80.79%, and teacher commitment was 80%. The results of the data analysis show that there are significant differences between the professional competence of teachers and the academic dean of the school (58%), between the professional competence of teachers and dean administrators (35.4%), and between the professional competence of teachers and the dean committee (62.8%).

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Developing a heutagogy approach to promoting teacher competencies in Indonesia

Cited by 7 publications

References 21 publications

Implementation of Pedagogical, Andragogical, and Heutagogical Approaches in Education System Sustainability

Implementation of Pedagogical, Andragogical, and Heutagogical Approaches in Education System Sustainability

Isu Pelaksanaan dan Inovasi E-Pembelajaran Pendidikan Seni Visual Sekolah Luar Bandar di Fasa Pandemik Covid 19

The Influence of the Principal’s Academic Supervision and Teacher Commitment to the Professional Competence of the State Junior High School Teachers

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