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All Journal UAD TEFL International Conference DIKSI: Jurnal Kajian Pendidikan dan Sosial Estoria: Journal of Social Sciences & Humanities Bima Journal of Elementary Education
Nurnaningsih Nurnaningsih
STKIP Taman Siswa Bima
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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A NEED ANALYSIS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN BIMA TO EMPOWER THEIR TEACHING PERFORMANCE Nurnaningsih Nurnaningsih
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.193.2017

Abstract

This research focuses on analysis English teachers needs to empower their teaching performance particularly in the context of Bima, West Nusa Tenggara. This research aimed to find out the particular needs of Junior High School teachers in Bima to develop their professionalism. The data of this study were collected through several techniques such as questionnaires, interviews, observations, and documents. The data of this study was analyzed qualitatively. Several aspects related to the teachers` performance and teachers` beliefs are discussed in this study. The finding of this study shows that teachers in Bima find a lot of barriers in their teaching performance related to the lack of teaching media, infrastructures, students` low motivation, teachers` limits, and so on. Some of English teachers in Bima believe that they need a routine in-service training program to unify their perspective on respect to optimize their role as English teachers. Considering the critical need of teacher training activity, some of English teachers in Bima agreed to run an autonomous MGMP program for once a month regular meeting. This study offers some suggestions for Junior High School English teachers particularly in the context of Bima as the location of the study. By the presented facts, hopefully English teachers in Bima get such information which benefits to empower their teaching performance.
INTEGRASI PENDIDIKAN KARAKTER, REVOLUSI MENTAL DAN NILAI-NILAI BUDAYA BIMA Edy Suparjan; Nurnaningsih Nurnaningsih
Estoria: Journal of Social Science and Humanities Vol 1, No 1 (2020): Estoria: Journal of Social Sciences & Humanities
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.437 KB) | DOI: 10.30998/je.v1i1.461

Abstract

This study aims to see, analyze and understand or understand the relationship between Character Education, Mental Revolution and Bima Cultural Values.And how it is implemented in school. This research uses descriptive methodwith document study approach. In its implementation in the field of CharacterEducation, it cannot be separated from the central role as the main campus ofstudents. In the family environment, students cultivate social behavior thatapplies in society, in the family environment, students are also formed mentally,emotionally and their character. Integration of Character Education, MentalRevolution and Bima cultural values must be applied at every level of educationstarting from elementary, junior high, high school to tertiary levels.Keywords: character education, mental revolution. cultural values
Pengaruh Profesionalisme Guru terhadap Hasil Belajar Siswa Kelas XI IPS pada Mata Pelajaran Sejarah di MAN 1 BIMA Nurnaningsih Nurnaningsih; Muhammad Muhammad
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 3 No. 2 (2022): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v3i2.208

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh profesionalisme guru terhadap proses pembelajaran terhadap hasil belajar siswa dalam bidang studi sejarah. Metode penelitian menggunakan metode Ex Post Facto dengan logika dasar jika X maka Y (Jika profesionalisme guru tinggi maka hasil belajar siswa meningkat/tinggi). Data penelitian diperoleh melalui angket yang diberikan kepada peserta didik kelas XI IPS yang dipilih secara acak, observasi, wawancara dan studi dokumentasi. Teknik pengumpulan sampel dengan menggunakan proportionate stratified random sampling dengan jumlah sampel sebanyak 100 orang siswa. Hasil penelitian ini  menunjukkan bahwa F hitung sebesar 74,163 > F table pada taraf signifikansi 5% sebesar 3,938 ini berarti terdapat pengaruh yang signifikan antara profesionalisme guru dalam bidang studi sejarah dengan hasil belajar siswa kelas XI IPS MAN 1 Bima.
Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar Muhammad Ziaulhaq; Nurnaningsih Nurnaningsih; Silaturrahmih Silaturrahmih; Nur Komalasari; Venna Oktavia
Bima Journal of Elementary Education Vol 2 No 1 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i1.1523

Abstract

In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purposive sampling technique, considering the specific characteristics of the population studied. Data were collected using questionnaires and analyzed using descriptive statistics and linear regression tests to determine the impact of inclusive classroom management on learning achievement. The results show a significant positive effect of inclusive classroom management on student learning achievement, reaffirming the importance of adapting teaching strategies and creating a supportive learning environment in inclusive classrooms. This conclusion supports the argument that effective inclusive classroom management practices are essential for improving student learning outcomes. Based on these findings, this study recommends enhancing teacher capacity through continuous professional training in inclusive classroom management and the development of a more inclusive curriculum to support the learning success of all students.
Co-Authors Edy Suparjan Muhammad Muhammad Muhammad Ziaulhaq Nur Komalasari Silaturrahmih Silaturrahmih Venna Oktavia