More than just core knowledge? A framework for effective and high-quality primary geography

This study aims to determine whether the "Guest Comes" method can improve the knowledge and skills of teachers in compiling the K13 simplified RPP for the Covid emergency. This research was conducted in two ways, namely face-to-face and online (GUEST COME). Face-to-face is done by means of workshops and observations as well as teacher supervision of the knowledge and abilities of teachers in preparing lesson plans. Observations and supervision carried out by supervisors on teachers in target schools using instruments. while the online method is carried out by supervisors using WA media such as video calls and chats. The results obtained in this study were that prior to the research, the knowledge and skills of teachers in compiling the K13 simplified RPP for COVID-19 emergency was an average of 58.3%. After the research was conducted, there was an increase in the knowledge and skills of teachers in compiling the K13 simplified RPP for the Covid emergency by 85.83%. So it can be said that there has been a significant increase that the use of the "GUEST COME" method can improve the knowledge and skills of teachers in preparing the K13 simplified RPP for the covid emergency.

The overarching purpose of this research is to critically evaluate the evolving interaction between governmental policies and processes in the implementation of Assistive Technology (AT) for inclusive education. The authors primarily assess the teachers’ knowledge and skills to employ inclusive pedagogy, specifically through the use of AT in inclusive classrooms. This study employs quantitative analysis to investigate the knowledge and skills of teachers in inclusive classrooms. Data were collected from 200 teachers across India. Partial least squares (PLS)—Structural equation modeling (SEM) was used to test the proposed hypotheses. Specifically, it examined the parameters such as, teachers’ knowledge on foundation (TWF), strategies to teach AT to students (STR), student assessment using technology (SAT), professional and ethical practice of technology (PEP) as well as learning environment and social interaction (LSI).TWF, STR and LSI have a strong and direct impact on SAT. STR has a direct impact on PEP. However, TWF and LSI do not predict PEP. The results indicate a lack/inadequacy in knowledge and skills of Indian teachers to employ AT in inclusive classrooms. This study is the first attempt to quantitatively assess teacher’s knowledge and skills for the use of AT in an inclusive-Indian-classrooms.

High self-discipline is capable of producing self-esteemed human capital. Schools are the place to build self-esteem among students as well as at home. This study was conducted to identify the level of knowledge and skills of teachers on student’s discipline management in a primary school in Song district, Sarawak. The study also explores whether there is a difference in the level of management of student discipline based on demographic factors of the teacher. Therefore, we use exploratory case studies using holistic methods to focus on the two key aspects of identifying the level of knowledge and skills of teachers in disciplinary management. Accordingly, the interview approach was used to study 6 teachers to see the level of discipline management in the school. The findings have summarized the teacher's description of the level of disciplinary management in this school that is very high and proficient. In conclusion, this study explains that discipline management efficiency in schools can produce a balanced, physical, emotional, spiritual and intellectual human capital.

Kegiatan pengabdian kepada masyarakat (PKM) berupa workshop pendampingan untuk guru matematika dalam pengolahan dan menganalisis data dengan menggunakan software SPSS, bertujuan: 1) sebagai wadah berbagi pengetahuan kepada para guru dalam pengolahan dan menganalisis data nilai siswa maupun data penelitian; 2) meningkatkan kecakapan dan pengetahuan guru tentang pentingnya pengelolaan data nilai siswa maupun analisis data penelitian; 3) untuk mengembangkan kemampuan dan keterampilan guru dalam memanfaatkan data nilai siswa maupun data hasil penelitian menjadi lebih informatif dengan analisis data menggunakan software SPSS, dan 4) mengurangi jumlah guru matematika yang melakukan pengolahan dan analisis data secara intuisi dan manual di era kompetisi abad 21 saat ini. Khalayak sasaran dalam kegiatan PKM ini adalah guru-guru matematika sekolah menengah yang berada di wilayah Kabupaten Subang. Peserta yang mengikuti kegiatan ini sebanyak 60 orang guru, pelaksanaannya selama dua hari secara daring melalui media Zoom dan google classroom. Hasil yang dicapai adalah: 1) menambah pengetahuan para guru matematika dalam pengolahan dan menganalisis data; 2) meningkatnya, wawasan, kemampuan, dan keterampilan guru dalam memanfaatkan data menjadi lebih informatif dengan pengolahan dan analisis data yang tepat; dan (3) para guru lebih antusias dapat mengaplikasikan software SPSS dalam pengolahan data instrumen tes maupun data hasil penelitian.

In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student learning and statements about assessment practices in their various contexts. This view of educational assessment knowledge and skills for teachers as contextual and situated was absent from the original 2011 list.

The purpose of this workshop is to provide teacher knowledge and skills in digital-based reading cornersfor teachers as teacher knowledge and skills in managing digital-based reading corners in overcoming the school literacy movement. The method of activities carried out consists of three activities: pre- activity, implementation of activities, and post-activity. The pre-activity activity is an initial assessment activity to obtain the reasons for the teacher/activity participant to take part in the activity. Meanwhile, the activity of implementing the activity was carried out by providing a list of questions to the teacher/participant containing the teacher's initial knowledge about digital literacy. then proceed with the delivery of the material. The third activity is post-activity, which is an activity to process data obtained from the responses of participants/teachers before and after the activity is carried out. The results of the digital-based reading corner management workshop activity can improve the knowledge and skills of teachers in managing reading corners in schools. This can be shown by the active participation of participants in activities starting from the beginning of delivering material that plays an active role until the end of the activity and also the teacher's ability to carry out assigned activities. given two weeks after the workshop was carried out which was proven by the collection of workshop assignments which were uploaded to the google

The existence of this pandemic makes students learn from home so that teachers need to create quality learning activities from home and do not cause boredom for students, for that teachers are expected to be able to apply online learning, of course, they must combine several learning methods. Messages or information that will be conveyed by the teacher through online learning requires methods with media and tools that are able to streamline the achievement of the learning objectives that have been set. The problems faced by partners in community service activities include the lack of knowledge and skills of teachers, especially in the Sidrap Regency Unit regarding online-based learning methods and media so that teachers still present material conventionally, which implies that learning objectives are difficult to achieve. The purpose of this training activity is to improve the knowledge and skills of teachers, especially in the Sidrap Regency Unit regarding online-based learning methods and media, through the use of zoom and mentimeter applications as well as to improve the ability of teachers to innovate using information technology and adapt to various learning methods to increase interactive between students with teachers in learning activities. The stages of this activity begin with administrative arrangements, registration of participants, implementation of training, training simulations and ends with follow-up. This training was carried out for 2 (two) days with fairly solid material, but the participants of the teachers in the Sidrap Regency education unit who had been assigned by the Sidrap Regency Education and Culture Office looked very enthusiastic in following all the material presented from opening to closing. The implementation of the training resulted in the expected outcomes, namely increasing knowledge about the use of the zoom application and they were even enthusiastic about learning about other applications that could be used for learning. The expected outcomes of this community service activity are focused on increasing the ability of teachers to use various online learning media methods, especially the use of zoom and mentimeter applications to support the learning process.Keywords: online learning, zoom, mentimeter, covid-19

Supplementary and replacement communication or augmentative and alternative communication (AAC) is needed to replace the voices of autistic pupils who have difficulty communicating throughout the learning and facilitating process (PdPC) in the classroom. The teacher’s proficiency in communication skills can enhance and develop positive learning behaviours of autistic pupils throughout the learning process. This research aims to identify augmentative and alternative communication skills among special education teachers for autistic pupils in the classroom. A total of 73 special education teachers throughout Malaysia were selected as the respondents for thy research. The data obtained in the form of percentage shows the knowledge and skills of teachers in implementing AAC. Overall, this research shows that the level of knowledge and skills of teachers in implementing AAC in the classroom is still moderate and requires training.

The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountability and “standards-based reform” context. This article briefly reviews the 1990 Standards and their influence, describes some other lists of assessment knowledge and skills that might be considered in updating them, and then proposes educational assessment knowledge and skills for teachers that reflect current teacher assessment needs. This set of competencies should help focus the work of teachers, teacher supervisors, professional developers, teacher educators, and others responsible for teachers’ assessment knowledge and skills.

Students' lack of motivation and independence to learn is a major factor in their low desire and interest in participating in the learning process. One form of Indonesia's rapid technological advancement is the use of smartphones. Moreover, smartphones are currently a very important necessity, even in the field of education, which has a huge impact and benefits on human life. Therefore, teachers play an important role in creating learning media by utilizing smartphone technology to support student learning activities. This training activity aims to prepare teachers to be more creative and innovative in developing teaching materials or learning media that use technology to motivate and facilitate students' learning at any time and from any location. The method used in this activity is by means of socialization and training, discussion, and questions and answers conducted at MTSN 1 Padang for MTSN 1 Padang teachers. Based on the activities carried out, the results obtained showed that the understanding and skills of teachers in making learning media using SIGIL software increased. As many as 75% of teachers are proficient in using SIGIL software to create e-modules that already contain audio, text, and video. So it can be concluded that the training provided is able to improve the knowledge and skills of teachers in designing digital-based teaching materials for the learning process.

The lack of entrepreneurial skills or life skills for Special School (SLB) students is one of the reasons why SLB graduates are still found not to be economically or financially independent. Therefore, optimal entrepreneurial skills assistance through community service programs is very important to do. This study aims to equip intellectually disabled students of Special Senior High School Purwosari Kudus with entrepreneurial skills and be able to be economically independent by training the students with entrepreneurial skills focusing on culinary art, batik making, and motorcycle washing using animated learning tutorials. The methods used as a solution to overcome the problem are (1) socialization, (2). entrepreneurship skills training with animated tutorials (3). Giving assistance to teachers and students in practicing entrepreneurship skills in the classroom and (4) empowerment. The results of this community service showed an increase in the knowledge and skills of students and teachers of SLB Pruwosari Kudus related to entrepreneurial skills in culinary art, batik making, and motorcycle washing after being given entrepreneurial skills training using animated tutorials. Considering the increasing knowledge and skills of students and teachers, it is hoped that after completing their studies, SLB students, especially SLB N Purwosari Kudus, will have sufficient provisions to be financially independent.Keyword: Vocational Skills, Special School, Intellectual Disability, Animation of Tutorial

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied.

Lots of empirical studies related to teacher professional development (TPD) so far have been conducted widely and have been implemented on elementary teachers. However, the focus on the TPD programs using professional learning communities (PLC) to develop Madrasah Ibtidaiyah (MI) teacher professionalism in scientific literacy skills has not been carried out massively. The purpose of this empirically current study is to analyze and describe the role of PLC in carrying out the TPD activities for MI teachers in scientific literacy skills. This study employed a grounded theory design to adopt a qualitative approach, involving a total of 20 participants who were MI teachers. To collect the data, some open questions were listed, and a structured interview was administered to participants. Three coding phases, such as open, axial, and selective coding, were applied to analyze the data. Results showed that there were three main roles of PLC in holding TPD programs for MI teachers, such as implementing TPD activities, TPD modelling, and improving teacher competences. All of the PLC roles in holding the TPD programs are projected to develop MI teacher knowledge and skills related to scientific literacy, so they can enhance students’ scientific literacy skills in elementary school. This recent study implicates grounding new knowledge or insights regarding the role of PLC in developing MI teacher professionalism in scientific literacy.

This study was motivated by the lack of knowledge and skills of junior high school students in the city of Pontianak to design learning tools, in the form of lesson plans, student worksheets, assessments, and KIT media in science and social studies learning. The method used is the implementation of in-service in the form of training and mentoring in the development of inquiry learning tools using MGMP (teacher discussion activity)-based lesson study strategies. The results of the activity showed that the IbM program designed the inquiry learning tool for teachers who were members of the Science MGMP and the Social Sciences MGMP had achieved the expected goals, namely increasing the knowledge and skills of science and social studies teachers in designing inquiry learning tools. It is shown from the acquisition of the results of the response questionnaire and the output of the activities produced.

This article presents findings from the first year of a 3-year qualitative case study investigating teacher knowledge and voice in an ESOL curriculum development project. Participants were nine elementary ESOL teachers, a school district coordinator, and a university researcher. This study engages the strand of research on teacher learning and knowledge that investigates the role of social and institutional context in teacher learning. This context includes both concrete and sociocultural factors: from the number of students and available materials to the values and ideologies that inform policies and practices. Findings indicate that teachers' knowledge of context served as a critical mediator in curriculum development in three principal ways: establishing trust and gaining access, articulating and defining needs and concerns, and identifying and critiquing political factors that affect teachers' work. I argue that contextualizing is a form of teacher praxis, an articulation of the theory-practice dynamic in which teachers consider a range of intricate contextual factors as they work to develop a conceptual framework that will inform their work. These findings can help teacher educators and others understand the role of context in teachers' knowledge production. If teacher educators hope to help ESOL teacher learners succeed in their classrooms and learning communities, they must acknowledge the complexity of those communities and the factors that affect successful negotiation in them.