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Erni Munastiwi
UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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Journal : Al-Bidayah: Jurnal Pendidikan Dasar Islam

 1 
EFFECT OF CREATIVE INDEPENDENCE PROBLEM SOLVING (CIPS)-BASED TRAINING MODULE ON PROFESSIONALISM OF RURAL INDONESIAN ELEMENTARY SCHOOL TEACHERS Erni Munastiwi; Jailani Md Yunos; Maizam Alias; Aini Nazura Paimin
Al-Bidayah : jurnal pendidikan dasar Islam Vol 13, No 1 (2021): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v13i1.616

Abstract

Training is needed to ensure that teachers acquire the knowledge necessary to teach problem-solving skills. Furthermore, a specifically designed training material such as a module is especially needed when teachers work in remote areas with fewer resources. Meanwhile, six educational problem-solving skills development needs among teachers in rural Indonesian elementary schools were identified: teacher mentoring, self-actualization, competency, creativity, problem-solving, and independence. A training module was designed based on the needs which were assessed using the CIPS model. The study aimed to investigate the effects of the CIPS-based Training Module on the professionalism of elementary school teachers. In addition, the training module consists of five (5) stages, which include pre-entering, plan, setting, action, and evaluation. The quasi-experimental research was conducted on 63 elementary teachers from Nunukan and Sebatik Island, North Kalimantan, Indonesia, assigned randomly to either an experiment or a control group. Before the training, a pre-test was conducted, followed by training using the module for the experiment groups, and no training for the control group. Furthermore, a post-test was conducted in both groups to identify the effectiveness of the training module. The independent sample t-test showed that the experimental group obtained a higher mean score than the control group. In conclusion, the CIPS-based Training Module effectively develops professionalism in teaching problem-solving skills among the experimental group's elementary teachers. Meanwhile, the study implies that rural elementary teachers need to be prepared to teach problem-solving skills.
Co-Authors Ahmad Mushthofa Ahmad Syukri Sitorus Aini Nazura Paimin Aqimi Dinana Aqimi Dinana Azizah Wulandari Chairunnisa Djayadin dahrul safitri Diyan Ekawati Evi Selva Nirwana Fatah Saiful Anwar Fifi Elvia Fitria Fauziah Hasanah ika siti rukmana Jailani Md Yunos Maizam Alias Muhammad Abdul Latif Muhammad Ghozali Muhammad Sufyan Ats-Tsauri Muhibbah Suraiya Irham Muqowim Mutia Ulfa Nadiya Ulya Nur Afifah Nur hafidz Nurhusna Kamil Nurliyati Rahayu Nurul Fitriyana Ahmad Nurul Hikmawati Nurul Qhoimah Raudhotul Islamiah Ria Astuti Ria Astuti Rifqi Humaida Siti Marpuah Siti Nur Hidayah Sofia Rizki Julianti Solatiyah Asriyani Sumartin Sumartin Tafyiroh Triyana Triyana