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All Journal JURNAL MUTIARA PENDIDIKAN INDONESIA Edukasia: Jurnal Pendidikan dan Pembelajaran
Saragih, Orde Koria
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Professional Development System of Elementary School English Teachers in Indonesia Saragih, Orde Koria
Jurnal Mutiara Pendidikan Indonesia Vol 3 No 1 (2018): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (167.144 KB) | DOI: 10.51544/mutiarapendidik.v3i1.394

Abstract

Indonesia has various teachers’ professional development programs from the pre-service English teacher up to in-service English teacher managed by the government in order to boost the teachers’ professional development effectively. In fact, English teachers particularly in the elementary level keep struggling in the terms of skill and knowledge. Therefore, by carrying out the literature review, this paper analyzed the current system and what is happening with the elementary English teacher in Indonesia. The results showed that the elementary English teachers’ professional development system in Indonesia is very well-planned and systematic, which starts from each teacher education institutions through their courses and continues to the PPG program. In the in-service program supervision, KKG, and PPGJ/ Certification are the three big programs which are mandated by the MOEC and MORA. It is also found that Indonesia has long process and tortuous certification program, powerful and rooted Professional Learning Communities (PLCs), non-independent teachers’ law, and unspecific pre-service education’ program. Even though not all of the teacher development programs in Indonesia are presented in this present study, the researchers suggest that there should be more specific program for the English elementary teacher in Indonesia’s pre-service education. It is also suggested to all educational practitioners in Indonesia and other Asian countries to form more professional learning communities (PLCs) since teachers can gain more knowledge through learning together
The Effectiveness of Using Blended Learning on Increasing Students' Learning Independence and Critical Thinking Skills Nababan, Damayanti; Saragih, Orde Koria; Sitanggang, Rawatri; Enjelina, Enjelina; Batubara, Irma
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.1608

Abstract

This study aims to explore the effectiveness of the application of the Google Sites-based Blended Learning model in improving students' learning independence and critical thinking skills. With a qualitative approach and case study design, this study involved 12 students in the fourth semester of the Christian Religious Education Study Program at IAKN Tarutung who participated in the Curriculum Development lecture. This research uses a qualitative approach with a case study type that aims to explore in depth students' experiences, views, and beliefs towards the use of Google Sites in Blended Learning strategies. Data collection techniques were carried out through direct observation, individual interviews, and structured group interviews. Data analysis follows five stages of the cycle, namely compiling, disassembling, reassembling, interpreting, and concluding. The results of the study show that Blended Learning is able to encourage students to learn independently by managing time, choosing learning resources, and designing reflective learning strategies. In addition, students show improvements in critical thinking, such as openness to new ideas, the ability to make decisions, seek relevant information, and analyze problems systematically. However, some students still have difficulty in identifying the root of the problem as part of solving the problem. These findings indicate that Blended Learning is not only effective as a technical strategy, but also as a holistic pedagogical approach in 21st century skills development. This study suggests the need for training on independent learning strategies and strengthening problem-solving to optimize technology-based learning outcomes in higher education.
Co-Authors Batubara, Irma Enjelina Enjelina Sitanggang, Rawatri