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Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables Singerin, Sarlota
International Journal of Elementary Education Vol 5, No 2 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i2.34073

Teaching skills are one of the skills that must be possessed by a teacher. Whether or not the pedagogical competence possessed by teachers can be seen from the quality of school performance. Supervision still tends to lead to inspection. So far, the implementation of academic supervision is considered effective. In order for the Academic Supervision to provide objective and detailed results, collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the Structural Equation Model (SEM) assisted by the Smart PLS application. The results showed that Academic Supervision has an effect on Pedagogical Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogical competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogical Competence (Y1) variable of 69.4%. Supervision is able to explain the Performance Quality variable (Y2) of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning. Researchers who want to research further on this topic can use other variables and a wider sample.

The Effect of Academic Supervision on Teacher Pedagocical Competence and Techer Performance: The Role Moderating by Teacher Efficacy Singerin, Sarlota
International Journal of Elementary Education Vol 5, No 3 (2021): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i3.34072

The role of a teacher is very important in the world of education. The success of the performance shown by the teacher is influenced by the surrounding environment, one of which is the role of the school principal as the school supervisor. In addition to school principal furniture, performance satisfaction and work performance are strongly influenced by the efficacy of teachers. This study aims to determine the effect of academic supervision on pedagogic competence and performance moderated by teacher efficacy. The results show that academic supervision has an effect on pedagogical competence with a statistical T score greater than T table (4.790> 1.984) and a P value of 0.000 or smaller than the 5% alpha standard (0.000 <0.05), academic supervision has an effect on teacher performance with a statistical T value greater than the T table (4.344> 1.984) and a P value of 0.000 or less than the 5% alpha standard (0.000 < 0.05), Efficacy is not able to moderate the effect of academic supervision on pedagogic competence with a statistical T value score smaller than the T table (0.946 <1.984) and a P value of 0.345 or greater than the 5% alpha standard (0.345> 0.05). Self-efficacy is able to moderate the effect of academic supervision on teacher performance with a statistical T value greater than T table (3.165> 1.984) and a P value of 0.002 or less than the 5% alpha standard (0.032 <0.05). Testing the moderation effect shows that Efficacy is able to moderate the effect of supervision on Teacher Performance, while on Pedagogic Competence it shows Efficacy has not been able to provide a significant moderating effect on Pedagogic Competence

DEVELOPMENT OF INTEGRATED SCIENCE LEARNING DEVICES USING PROBLEM BASED LEARNING (PBL) LEARNING MODEL THROUGH LESSON STUDY Sarlota Singerin; Estevanus K Huliselan; Altje Latununuwe
EDU SCIENCES JOURNAL Vol 1 No 2 (2020): Edu Sciences Journal
Publisher : Faculty of Teacher Training and Educational Sciences, Pattimura University Indonesia

The study was conducted at SMP Negeri 2 Salahutu. The purpose of this study is to develop a science learning tool using the Problem Based Learning learning model, through lesson study. The research design uses the 4 D Research and Development research method (Define Phase, design, develop, Disseminate). The application of products in the form of PBL-based integrated science-oriented learning modules through LS results in the following findings: 1). The Global warming theme module is based on curriculum analysis, student and teacher needs and field observations; 2). The Global warming theme module is able to get students actively involved in the learning process. 3). PBL-based Global warming theme modules through Lesson Study train students' creativity; 4). The teacher's knowledge about the systematic writing of the modules is still lacking so that the writer at the time of dissemination gave a presentation on the systematic module. The results of this study found that 1). Development of Integrated Science Learning Using Models of Problem Based Learning through Lesson Study can improve the student learning outcomes; 2). Development of Integrated Science Learning based on Problem Base Learning through Lesson study using the Global warming theme module is based on curriculum analysis, student and teacher needs and field observations. This module is able to make students actively involved directly in the learning process and train students' creativity

The Impact of Academic Supervision on Teacher Pedagogical Competence and Teacher Performance: The Role Moderating by Teacher Efficacy Sarlota Singerin
International Journal of Elementary Education Vol 5 No 3 (2021): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i3.34072

The success of the performance shown by the teacher is influenced by the surrounding environment, one of which is the role of the principal as a school supervisor. In addition, the quality of teacher performance can also be caused by the teacher's self-efficacy. This study aims to determine the effect of academic supervision on pedagogic competence and performance moderated by teacher efficacy. This research is a quantitative research that aims to determine the causal relationship between variables. The population in this study were all elementary school teachers with a sample involving 100 teachers who were selected by simple random sampling technique. Data collection in this study used a questionnaire distributed through the Google Form. The data collected was then analyzed by researchers assisted by the Smart PLS application. The results show that academic supervision has an effect on pedagogic competence with t-count >t-table (4.790> 1.984) and a P value < 5% (0.000 <0.05), academic supervision has an effect on teacher performance with t-count > t-table (4.344> 1.984) and a P value < 5% (0.000 <0.05), Efficacy was not able to moderate the effect of academic supervision on pedagogic competence with t-count < t-table (0.946 <1.984) and P value > 5% alpha standard (0.345> 0.05). Self-efficacy is able to moderate the effect of academic supervision on teacher performance with t-count > t-table (3.165> 1.984) and a P value < 5% (0.032 <0.05). Testing the moderating effect shows that efficacy is able to moderate the effect of supervision on teacher performance, while the pedagogical competence shows that efficacy has not been able to provide a significant moderating effect on pedagogic competence.

Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables Sarlota Singerin
International Journal of Elementary Education Vol 5 No 2 (2021): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i2.34073

Teaching skills are one of the skills that must be possessed by a teacher. Whether or not the pedagogical competence possessed by teachers can be seen from the quality of school performance. Supervision still tends to lead to inspection. So far, the implementation of academic supervision is considered effective. In order for the Academic Supervision to provide objective and detailed results, collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the Structural Equation Model (SEM) assisted by the Smart PLS application. The results showed that Academic Supervision has an effect on Pedagogical Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogical competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogical Competence (Y1) variable of 69.4%. Supervision is able to explain the Performance Quality variable (Y2) of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning. Researchers who want to research further on this topic can use other variables and a wider sample.

PENGGUNAAN LABORATORIUM VIRTUAL PHET DALAM MODEL DISCOVERY LEARNING PADA MATERI GERAK HARMONIK SEDERHANA Aldi Tupalessy; Cicylia Triratna Kereh; Sarlota Singerin
Science Map Journal Vol 3 No 2 (2021): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol3issue2pp47-55

Permasalahan yang dikaji dalam penelitian ini adalah model pembelajaran yang digunakan guru belum dapat meningkatkan penguasaan materi berdasarkan nilai rerata KKM mata pelajaran fisika 70, pada peserta didik kelas X IPA-1 SMA Negeri 5 Ambon. Penelitian ini bertujuan untuk mengetahui peningkatan penguasaan materi gerak harmonik sederhana menggunakan laboratorium virtual PhET dalam model discovery learning. Tipe penelitian ini adalah penelitian deskriptif dengan menggunakan one-group pre-test and pro-test dengan sampel kelas X IPA-1 sebanyak 31 peserta didik yang di ambil secara acak (random). Data dalam penelitian ini dihimpun melalui instrumen tes dan non tes, instrumen tes berupa tes awal dan tes akhir sedangkan instrumen non tes berupa lembaran kerja peserta didik (LKPD). Hasil penelitian menunjukan bahwa pada tes awal, 100 % peserta didik berada pada kualifikasi gagal, dengan rerata skor pencapaian adalah 35,82. Skor pencapaian maksimum adalah 68,4 sedangkan minimum adalah 25,3. Hasil analisis aspek kognitif selama proses pembelajaran berlangsung menggunakan laboratorium virtual PhET dalam model discovery learning menunjukan bahwa rerata skor pencapaian peserta didik adalah 95,63 yang pada kualifikasi sangat baik. Hasil ini dikumpulkan berdasarkan penyelesaian soal-soal yang terdapat dalam LKPD. Kemampuan peserta didik setelah pembelajaran memperlihatkan adanya perubahan. Rerata skor pencapaian tes akhir peserta didik mencapai 83,46 yang berada pada kualifikasi baik. Untuk hasil uji N-Gain diperoleh 0,7 yang berada pada kategori tinggi. Dengan demikian dapat disimpulkan bahwa ada peningkatan penguasaan materi setelah menggunakan laboratorium virtual PhET dalam model discovery learning

PENGUATAN KAPASITAS GURU BERBASIS MANAJEMEN PEMBELAJARAN Beatrix Tomasila; Sarlota Singerin
German für Gesellschaft (J-Gefüge) Vol 2 No 1 (2023): German für Gesellschaft (J-Gefüge)
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jgefuege.2.1.68-72

Learning is a very important activity in education. Teachers must also understand and master the knowledge of learning management both inside and outside the classroom. Teachers must be able to choose and apply learning methods based on the complexity of the material and the personality of each student. This will be realized if teachers, as learning designers, have learning management competencies. The teachers at SD Negeri 6 Dobo are not yet able to manage learning effectively and efficiently. The existing teachers still have many deficiencies in teaching competencies, the implication of which is that active, innovative, creative, effective, and enjoyable learning activities have not been realized. In connection with the description above, the teacher capacity strengthening program based on learning management established as a Community Service Program of the Education Administration Study Program, Faculty of Education and Teaching Sciences, Pattimura University is an effort to produce strong teachers in realizing the expected student quality of being active, innovative, creative, effective, and enjoyable in the learning process

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