The Correlation between Teacher Professional Competence and Natural Science Learning Achievement in Elementary School

Ardiawan, I Ketut Ngurah

doi:10.26858/est.v3i3.3758

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…Research from Förtsch, e al, (2016) showed that the competence of biology teachers in the aspects of pedagogical content knowledge and cognitive content knowledge of neurological topics can activate biology learning, thus influencing student learning achievement. This is in line with researchs by Ardiawan (2017) and Fauth et al, (2019) which showed that there was a significant influence between teacher competence, namely the mastery of standard material competencies for students on student achievement in science subjects. Competencies not mastered by the teacher will be less likely to be mastered by students and the most appropriate way of developing a learning continuum, based on this view, is the practitioners' focus of learning.…”

Section: Learning Continuum Developmentsupporting

confidence: 91%

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Hayati¹,

Subali²,

Paidi³

2021

INT J INSTRUCTION

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An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies regarding the sequence of the materials -known as a learning continuum -to be taught to students to fit students' learning development, so that learning becomes more effective. The study aims to develop a biology learning continuum on the biodiversity topic for elementary school (ES) students. In this developmental research, the learning continuum was developed based on (1) the survey results regarding the cognitive ability of the 240 participating teachers, (2) group discussion results considering the stages of student cognitive development, cognitive levels and dimensions of materials, and (3) Biological science curriculum study (BSCS) as the standardized biology learning materials. The study has successfully developed 32 sub-topics in the learning continuum which were transformed into only 31 sub-topics at the cognitive level of C1 and C2, and the cognitive dimensions of fact and concept knowledge. This learning continuum is expected to help the development of a spiral curriculum in ES for more effective learning.

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Section: Learning Continuum Developmentsupporting

confidence: 91%

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Hayati¹,

Subali²,

Paidi³

2021

INT J INSTRUCTION

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“…Furthermore, teachers are required to have the ability to teach and role professionally as well as multifunction in creating an effective learning atmosphere. Thus, professional competence is one of the basic skills that a teacher must have (Ardiawan, 2017;Sugiharti, 2016).…”

Section: Teachers' Job Skillsmentioning

confidence: 99%

Influence of college teachers’ job skills on teaching output of non-education graduates

2022

Central European Management Journal

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Teacher quality fosters student learning with emphasis on teacher preparation and performance. Hence, this study explored on a metasynthesis of teacher job skills' influence on non-education graduates' teaching output. Literature reviews provide support to the claim that pre-service education matters in charting the direction of teacher professionals regardless of the nature of their teacher preparation. Non-education graduates in the teaching profession, however, face more challenges than their education graduates' counterparts as they perform in teaching with emphasis on their job skills through communication, interpersonal, pedagogical, and instructional leadership. The teaching output of non-education graduates necessitates an educational atmosphere where active teachers demonstrate their influence pressing students to develop academically and professionally.

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“…In accordance with the paramount of pedagogical competence, teachers as a professional profession are acquired to develop it in order to reach quality in terms of education as well as human resources, Ahmad and Setyaningsih (2012) reported that the teachers' position, as a professional element, should be improved and enhanced their role as the agent of the teaching-learning process in school. In addition, Ardiawan (2017) proved through his findings that there was a significant correlation between teachers' professional competence and students' learning achievement.…”

Section: Introductionmentioning

confidence: 97%

Vocational High School Teachers’ Pedagogical Competence in Teaching English

Hidayatullah¹,

Qomariyah²

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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Pedagogical competency is one of several competencies that teachers have to have merely for being a professional teacher. Referring to the process of recruitment held by governments and the reality of the teaching and learning process in the context of formal school, this current study tried to find out how the teachers’ pedagogical competence, especially in vocational high school. A descriptive qualitative research design was applied in order to deeply dig and analyzed the data needed. The subjects of the research were two teachers along with their own students. Interview and questionnaire were distributed to collect data and then analyzed using triangulation. The findings showed that the teachers understand and know well about their students’ learning styles which in turn to design and implement their teaching and learning via making conversation with the students and doing a pretest. However, most of the students’ responses were in contrast with the teachers’ responses. It could be concluded that the teachers’ pedagogical competence was categorized into low level due to not all students in their classes being invited to do conversation.

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The Correlation between Teacher Professional Competence and Natural Science Learning Achievement in Elementary School

Abstract: This present study aims at investigating the correlation between teachers 0.2560 (25.60%)

Cited by 6 publications

References 5 publications

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Influence of college teachers’ job skills on teaching output of non-education graduates

Vocational High School Teachers’ Pedagogical Competence in Teaching English

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