Profile of High Touch in the Application Learning Process

Mashari, Ali

doi:10.24127/gdn.v5i1.55

Cited by 4 publications

(3 citation statements)

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“…These results are supported by the results of research conducted by Sin (2010) that high-touch implementation is in a good category. This was also supported by Mashari (2015) who found that in general teachers have implemented authority in the learning process both in the opinion of the teacher and in the opinions of students.…”

Section: High-touch Teacher Implementationmentioning

confidence: 59%

Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject

Ningsih¹,

Marjohan²,

Nirwana³

2018

IJRICE

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This study motivated by the low level of student motivation in mathematics subjects. The application of high-touch teachers and academic self-concept are factors that influence students' learning toward motivation in mathematics subjects. This study uses a descriptive correlational quantitative method. The population of this study was all students of MAN 1 Pekanbaru totalling 1138 and 322 students were selected by using proportional stratified random sampling. The instruments used were questionnaires for the application of high scored teachers’, academic self-concept, and student learning motivation in mathematics subjects using a model Likert scale. The findings of the study were the application of high touch teachers in a good category, academic self-concept was in a fairly positive category, student motivation in mathematics subjects was in the high category, the application of high touch teachers and academic self-concept respectively contributes significantly positively to students' learning motivation on mathematics subjects.

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Section: High-touch Teacher Implementationmentioning

confidence: 59%

Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject

Ningsih¹,

Marjohan²,

Nirwana³

2018

IJRICE

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“…Proses pembelajaran pada dasarnya tidak dapat dilepaskan dari pemaham pendidik tentang perserta didik [14]. Keberhasilan pendidikan tidak hanya tergantung pada pendidik yang selalu dituntut dapat mengajar secara profesional saja, malainkan peran aktif siswa didalam proses belajar juga sangat menentukan keberhasilan proses pendidikan [15].…”

Section: Pendahuluanunclassified

Sistem Pakar Diagnosa Sikap dan Gaya Belajar untuk Menerapkan Akhlakul Karimah pada Siswa

Kadrahman¹,

Sumijan²,

Yunus³

2020

JSisfotek

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Expert system is one of the use of technology in supporting every human activity. One of the uses of the expert system is for education. The expert system will help teachers to analyze the attitudes displayed by students. The purpose of this study is to analyze the attitudes and learning styles of students, apply good moral methods to students and determine the type of good approach to students using the Forward chaining method. The data needed for this research is student attitude data, data on learning style types, and moral data of morality and data on solutions to the application of morality and character. This research resulted in a solution in the form of the method of moral lighting according to the learning style with data accuracy of 86.2%. The conclusion of this study is that the design of an expert system for diagnosing student attitudes makes it easier for teachers to approach students.

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“…Kedua memberikan panduan umum tentang prosedur pembelajaran yang cocok untuk setiap tahap perkembangan sehingga pendidik dapat merancang dan menerapkan metode pembelajaran yang sesuai dengan kemampuan dan kebutuhan siswa pada setiap tahap perkembangan (Mustikaati et al, 2023). Ketidaktahuan seorang pendidik terhadap peserta didik dapat mengakibatkan praktik pembelajaran yang tidak memberikan kesempatan maksimal bagi pengembangan potensi siswa yang berdampak pada potensi siswa yang terabaikan, terbengkalai, dan bahkan terhambat untuk berkembang secara optimal (Mashari, 2015).…”

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Analisis Diskriminan Kompetensi Profesional Guru Sekolah Dasar Islam Terpadu

Alhan,

Gustaman,

Waeno

2024

Thawalib

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The purpose of this study was to determine the factors that differentiate teachers' competencies. This research used a quantitative method with a survey approach. The population of this study was 99 teachers from Nurul Iman Integrated Islamic Elementary School and Al-Azhar Jaka Permai Islamic Elementary School. The statistical analysis used was multiple regression analysis and residual test for moderating variables. The results showed that there are 4 variables that significantly (p = 0.05) can demonstrate differences in teachers' professional competencies, namely: interactivity and mastery of student development are the most dominant variables that can identify differences in teacher competencies, as seen in the canonical correlation coefficient of 0.609, which when squared becomes (0.609)² = 0.370, meaning that 37% of the variation in teacher professional competency variables is explained by discriminant variables, namely interactive and understanding student development variables that can identify differences in teacher competencies through the test (Wilk’s Lambda = 0.629; Chi-square = 11.360 and p = 0.000); Discriminant function equation: Z = -.002 + 0.379 X3.2 - 0.240 X4.2.

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Profile of High Touch in the Application Learning Process

Cited by 4 publications

References 0 publications

Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject

Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject

Sistem Pakar Diagnosa Sikap dan Gaya Belajar untuk Menerapkan Akhlakul Karimah pada Siswa

Analisis Diskriminan Kompetensi Profesional Guru Sekolah Dasar Islam Terpadu

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