The problematic: Teachers’ pedagogical ability in using technology on mathematics learning of junior high school

Huda, Mohammad Emdadul

doi:10.1088/1742-6596/1200/1/012009

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…These results indicate that the school facilities, in this case the technological facilities can assist teachers in creating a positive learning environment. Research results from Huda (2019) show that the availability of facilities and teacher competencies in using technology are factors that can influence teachers in using technology. In addition, motivation and support from schools also have an impact on the use of technology by teachers.…”

Section: Resultsmentioning

confidence: 99%

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Nurina

Riandi

Widodo

et al. 2019

JPBI

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Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

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Section: Resultsmentioning

confidence: 99%

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Nurina

Riandi

Widodo

et al. 2019

JPBI

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“…Selain itu, masih banyak guru yang tidak memahami fungsi media belajar, sehingga mereka tidak dapat menggunakan media dengan efektif (Huda, 2019;Kuvac, 2019;Osman, 2021;Wahyudiati, 2022). Guru juga memiliki keterbatasan waktu untuk membuat media belajar, sehingga mereka kurang dapat menyiapkan perangkat pembelajaran yang diperlukan.…”

Section: Pendahuluanunclassified

Upaya Mengatasi Problematika Guru dalam Menerapkan Media Pembelajaran di SD Negeri 060863

Ramadhani,

Afsarini,

Tondang

et al. 2024

ptk

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Penelitian ini bertujuan untuk menemukan strategi efektif untuk mengatasi tantangan yang dihadapi guru dalam pengajaran pendidikan kewarganegaraan menggunakan media pembelajaran video di Kelas III SD NEGERI 060863. Hasil penelitian menyarankan beberapa pendekatan untuk mengatasi permasalahan yang dihadapi guru ketika menggunakan media pembelajaran berbasis video, yaitu (1) Pengadaan dan pemeliharaan sarana prasarana, (2) Pelatihan dan pengembangan guru, (3) Pembuatan dan penggunaan sumber belajar terbuka, (4) Penanganan gangguan teknis, (5) Manajemen waktu yang efektif, (6) Kolaborasi dan dukungan komunitas, (7) Integrasi bertahap. Dengan demikian, diharapkan kualitas pembelajaran dan pemahaman siswa dapat meningkat melalui penggunaan media pembelajaran berbasis video.

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Assessing Strength Effort in Pre-Adolescent Girls: Insights into Effort Accuracy at Different Strength Thresholds

Choudhary,

Dubey,

Rawat

et al. 2024

Teor. metod. fiz. vihov.

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Objectives. This study aimed to examine the peculiarities of strength effort assessment in girls aged 10, 11, and 12 years. Specifically, it sought to understand how these age groups evaluate effort at different percentages of their maximum strength (1/3, 1/2, and 2/3). Materials and methods. The study involved 75 girls divided into three age groups: 10 years (n = 20), 11 years (n = 25), and 12 years (n = 30). Participants’ maximum hand strength was measured using a dynamometer, and their ability to assess effort at 1/3, 1/2, and 2/3 of this maximum was recorded. Results. The error of effort assessment was calculated and analyzed using paired and independent samples t-tests. Statistical significance was set at α = 0.05. The analysis revealed no significant age-related differences in hand maximum strength or strength effort assessment among the different age groups. The most accurate assessment of effort occurred at 2/3 of maximum strength for all age groups. Significant differences were found in effort assessment between 1/3 and 1/2 of maximum strength, and between 1/3 and 2/3 of maximum strength, with improvements noted as the effort percentage increased. However, no significant differences were observed between effort levels at 1/2 and 2/3 of maximum strength. Conclusions. The study indicates that the ability to assess strength effort remains stable across the age range of 10 to 12 years, with the most precise assessment occurring at 2/3 of maximum strength. The findings suggest that while overall strength assessment abilities are consistent, targeted training may enhance precision at different effort levels. This contributes to the understanding of motor function development and highlights the need for interventions to improve effort assessment skills in young girls.

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The problematic: Teachers’ pedagogical ability in using technology on mathematics learning of junior high school

Cited by 5 publications

References 12 publications

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Upaya Mengatasi Problematika Guru dalam Menerapkan Media Pembelajaran di SD Negeri 060863

Assessing Strength Effort in Pre-Adolescent Girls: Insights into Effort Accuracy at Different Strength Thresholds

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