Strategisnya manajemen insani dalam penyediaan guru yang berkualitas
Keywords:
Management guru, Pendidikan, Star Generation School, Bitung
Abstract
The educational goals to be achieved include all aspects, both faith, personality, intelligence, and skills. Education seeks to create a superior personality marked by progress in all areas of life, whether spiritual, personality, intelligence, or skills, all of which will benefit students, the environment in which they interact, and also for the progress of the nation and state.This research was conducted using a qualitative descriptive approach. Sugiyono explained the characteristics of qualitative research methods as follows: "Qualitative research methods are research methods based on the philosophy of postpositivism, used to examine the condition of natural objects (as opposed to experiments), where the researcher is the key instrument, the sampling of data sources is carried out purposively. and snowball, data collection techniques with triangulation (combined), and inductive/qualitative data analysis, and qualitative research results emphasize meaning rather than generalization”. The results show that SGS has made plans but still needs improvement. The planning process for all human management activities which include teacher procurement, teacher development.
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2. Härtel H. (1982). The Electric Circuit As A System: A New Approach. Eur J Sci Educ. 4(1):45–55.
3. Herman R. (2001). An Introduction To Electrical Resistivity In Geophysics. Am J Phys. 69(9):943–952.
4. Hindarto N. (2017). Study On Latent Misunderstanding On Electrical Current Concept And Its Impact. In: J. Phys. Conf. Ser. IOP Publishing, p 12012.
5. Ismail II, Samsudin A, Suhendi E, Kaniawati I. (2015). Diagnostik Miskonsepsi Melalui Listrik Dinamis Four Tier Test. Pros Simp Nas Inov dan Pembelajaran Sains. 3(1):381– 384.
6. Koudelkova V, Dvorak L. (2015). High School Students’ Misconceptions In Electricity And Magnetism And Some Experiments That Can Help Students To Reduce Them. nuovo Cim C. 38(3):1–7.
7. Küçüközer H, Kocakülah S. (2007). Secondary School Students’ Misconceptions About Simple Electric Circuits. J Turkish Sci Educ. 4(1):101–115.
8. Ponto H. (2020). Methods of Learning the Concept of Basic Electric Circuits: A Comparative Study between Lecture, Discussion and Collaboration www.ijicc.net. Int J Innov Creat Chang. 12(1):1–16.
9. Reiner M, Slotta JD, Chi MTH, Resnick LB. (2000). Naive Physics Reasoning: A Commitment To Substance-based Conceptions. Cogn Instr. 18(1):1–34.
10. Bloom BS, Engelhard MD, Furst EJ, Hill WH, D.R. K. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain. London. doi: 10.1300/J104v03n01_03.
11. Kasilingam G, Chinnavan E. (2014). Assessment Of Learning Domains To Improve Student’s Learning In Higher Education. J. Young Pharm. 6:.
12. Krathwohl DR, Bloom B, Masia B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals - Handbook II: Affective Domain. .
13. Bisman C. (2004). Social Work Values: The Moral Core Of The Profession. Br J Soc Work. 34(1):109–123.
14. Ponto H, Tasiam FJ, Wonggo D. (2018). Designing Affective Domain Evaluation Instrument For Basics Electrical Subject in Vocational High School. Int J Eng Technol. 7(25):395–398.
15. Shephard K. (2008). Higher Education For Sustainability: Seeking Affective Learning Outcomes. Int J Sustain High Educ. 9(1):87–98.
16. Gronlund, N. E. & Bookhart SM. (2009). Writing Instructional Objective (8th ed). Upper Saddie River. NJ Pers. Educ.
17. Allen KN, Friedman BD. (2010). Affective Learning: A Taxonomy For Teaching Social Work Values. J Soc Work Values Ethics. 7(2):1–12.
18. Sönmez V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Univers J Educ Res. 5(3):347–356.
19. Tyler RW. (1973). Assessing Educational Achievement in the Affective Domain. NCME Measurement in Education. NCME Meas Educ. 4(3):1–8.
20. Ponto H. (2016). Evaluasi Pembelajaran Pendidikan Kejuruan. Yogyakarta: Deepublish.
21. Yanofsky SD, Nyquist JG. (2010). Using The Affective Domain To Enhance Teaching Of The ACGME Competencies In Anesthesiology Training. J. Educ. Perioper. Med. JEPM 12:.
22. Wu W-H, Kao H-Y, Wu S-H, Wei C-W. (2019). Development and Evaluation of Affective Domain Using Student’s Feedback In Entrepreneurial Massive Open Online Courses. Front Psychol. 10:1109.
23. Dorji, P. & Yangzom Y. (2021). Affective Domain: The Uncharted Are of Teaching and Learning in Tertiary Education. Asian Res J Arts Soc Sci. 13(1):51–65.
24. Anderson, L. W., & Krathwohl DR. (2001). A Taxonomy For Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Education Objectives. New York: Addison Wesley Longman Inc.
25. Kuboja JM, Ngussa BM. (2015). Affective Learning and Cognitive Skills Improvement: Experience of Selected Schools in Arusha, Tanzania. Int J Acad Res Progress Educ Dev. 4(2):38–53.
26. Olatunji MO. (2013). Teaching and Assessing of Affective Characteristics: A Critical Missing Link in Online Education. Int J New Trends Educ Their Implic. 4(1):96–107.
27. Olubor RO, Ogonor BO. (2007). Instructional Activities of Staff Personnel in the Affective Domain in Selected Secondary Schools in Southern Nigeria. Int Educ J. 8(1):82–88.
28. Sanders JA, Wiseman RL. (1990). The Effects of Verbal and Nonverbal Teacher Immediacy on Perceived Cognitive, Affective, and Behavioral Learning in The Multicultural Classroom. Commun Educ. 39(4):341–353.
29. Saxon DP, Levine-Brown P, Boylan HR. (2008). Affective Assessment for Developmental Students, Part 1. Res Dev Educ. 22(1):1–4.
30. Xiao M, Zhang J. (2016). Theoretical Overview on The Improvement of Interest in Learning Theoretical Course for Engineering Students. Int Educ Stud. 9(8):15–18.
31. Maina EM, Onyango CA, Openda NO. (2019). Effect of Complementing the Conventional Method of Teaching Agriculture with Video On Performance of Agriculture Theoretical Tests in Secondary Schools (A Case Study of Molo Sub-County, Kenya). Int J Res Sci Innov. 6(6):45–48.
32. Sadeghi R, Sedaghat MM, Ahmadi FS. (2014). Comparison of The Effect of Lecture and Blended Teaching Methods on Students’ Learning and Satisfaction. J Adv Med Educ Prof. 2(4):146–150.
33. Abah JA. (2020). An Appeal in the Case Involving Conventional Teaching: Emphasizing the Transformation to Enhanced Conventional Teaching in Mathematics Education. VillageMath Educ. Rev. 1:.
34. Mohammad Jani F, Tonkaboni F. (2015). A Comparison Between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students’ Learning and Satisfaction Level. Int Educ Stud. 8(9):107–112.
35. McCarthy JP, Anderson L. (2000). Active Learning Techniques Versus Traditional
Teaching Styles: Two Experiments from History and Political Science. Innov High Educ. 24(4):279–294.
36. Devinder, S. & Zaitun AB. (2006). Mobile Learning in Wireless Classrooms. Malaysian Online J Instr Technol. 3(2):26–42.
37. Ibrahim. (2017). Perpaduan Model Pembelajaran Aktif Konvensional (Ceramah) Dengan Cooperative (Make A Match) Untuk Meningkatkan Hasil Belajar Pendidikan Kewarganegaraan. J Ilmu Pendidikan, Sos Sains Dan Hum. 3(2):199–211.
38. Djaafar. (2001). Kontribusi strategi pembelajaran terhadap hasil belajar. Jakarta: Depdiknas.
39. Thomas G. (2017). Education and Theory: Strangers in Paradigms. Maidenhead: Open Univ. Press.
40. Merriam-Webster. (2022). Definition of Theory.
41. Dictionary CE. (2022). Theory.
42. Dolev N, Leshem S. (2016). Teachers’ Emotional Intelligence: The Impact of Training. Int J Emot Educ. 8:75–94.
Published
2022-06-15
How to Cite
[1]
David Livingstone Araro, Herry Sumual, Fientje J.A. Oentoe, Jeffry Sony Junus Lengkong and Viktory Nicodemus Joufree Rotty 2022. Strategisnya manajemen insani dalam penyediaan guru yang berkualitas. International Journal on Integrated Education. 5, 6 (Jun. 2022), 256-282. DOI:https://doi.org/10.17605/ijie.v5i6.3197.
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