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All Journal Journal of Psychology and Instructions International Journal of Applied Sciences and Smart Technologies PAEDAGOGIE
Tarsisius Sarkim
Sanata Dharma University
Arts Humanities Computer Science & IT Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Other

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Bumpy moments: A potential method to uncover teachers’ beliefs in the context of Indonesia education Mayasari, Elisabeth Desiana; Sarkim, Tarsisius
Journal of Psychology and Instruction Vol 4, No 3 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v4i3.33705

Abstract

Teachers’ belief is an element that influences teachers’ decisions in their activities in the classroom. Researchers have formulated theories to conceptualize teachers’ knowledge and a fundamental belief in their teaching and developed methods to unpack them. ’Bumpy moments’ has been indicated as a potential method to uncover teachers’ belief in their natural setting. This study aims at developing an understanding of primary school teachers’ beliefs which underlie their decision in their classroom setting. The research used bumpy moments as a method. One primary school teacher who participated in this research were videotaped while she was teaching. The researchers and teacher watched their recorded teaching and the teacher was interviewed by using unstructured interview protocol. The research question was answered by running qualitative research to the primary school teacher. The research demonstrated that there are teacher beliefs held by the teacher. This can be seen in 1) beliefs in experience and ability in using media and methods in teaching, 2) beliefs in good teaching skills because understanding the students 'emotional dynamics in class and understanding the students' thought processes in learning, 3) beliefs in experiences in learning pedagogical knowledge in teaching. Bumpy moments methods were a potential method to be developed in Indonesian contexts.
Bumpy moments: A potential method to uncover teachers’ beliefs in the context of Indonesia education Elisabeth Desiana Mayasari; Tarsisius Sarkim
Journal of Psychology and Instruction Vol. 4 No. 3 (2020): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v4i3.33705

Abstract

Teachers’ belief is an element that influences teachers’ decisions in their activities in the classroom. Researchers have formulated theories to conceptualize teachers’ knowledge and a fundamental belief in their teaching and developed methods to unpack them. ’Bumpy moments’ has been indicated as a potential method to uncover teachers’ belief in their natural setting. This study aims at developing an understanding of primary school teachers’ beliefs which underlie their decision in their classroom setting. The research used bumpy moments as a method. One primary school teacher who participated in this research were videotaped while she was teaching. The researchers and teacher watched their recorded teaching and the teacher was interviewed by using unstructured interview protocol. The research question was answered by running qualitative research to the primary school teacher. The research demonstrated that there are teacher beliefs held by the teacher. This can be seen in 1) beliefs in experience and ability in using media and methods in teaching, 2) beliefs in good teaching skills because understanding the students 'emotional dynamics in class and understanding the students' thought processes in learning, 3) beliefs in experiences in learning pedagogical knowledge in teaching. Bumpy moments methods were a potential method to be developed in Indonesian contexts.
Misconceptions about Acceleration among Prospective Physics Teacher: The Importance of Discussion of Acceleration as a Vector Quantity Sarkim, Tarsisius
International Journal of Applied Sciences and Smart Technologies Volume 06, Issue 1, June 2024
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijasst.v6i1.8231

Abstract

When teaching, researchers found that many students had misconceptions about acceleration. Students' understanding of acceleration is influenced by the terms acceleration and deceleration in everyday life. This misconception results in obstacles to a deeper understanding of motion and an inconsistent understanding of force and its influence on objects. The researcher was curious about what caused this misconception.Researchers suspect that students' misconceptions about acceleration occur because the concept of acceleration is not fully understood as a vector quantity and understanding acceleration is independent of understanding the influence of force on acceleration.This research aims to describe the problem of misconceptions experienced by prospective physics teacher students regarding acceleration and its possible causes.Data was collected over four years, namely from 114 prospective physics teacher students in the first semester of the physics education study program until 2022.They were high school graduates majoring in science where physics, which includes mechanics, is one of the compulsory subjects.Data was collected through multiple choice tests and descriptions. The research results show that the misconceptions experienced by students are: 1) Acceleration is not fully understood as a vector quantity; 2) Students have difficulty explaining the relationship between acceleration and the force that causes it.
Penggunaan Media Boneka Keberagaman Nusantara untuk Meningkatkan Hasil Belajar IPS Kelas IV SD Kanusuys Kotabaru Yogyakarta Cahya, Yuka Rahmah; Sarkim, Tarsisius
Paedagogie Vol 19 No 1 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v19i1.9321

Abstract

The purpose of this research is to improve student learning outcomes in social studies subjects using the help of Nusantara Dolls media. This type of research is classroom action research which has been carried out in two cycles. In each cycle through 4 stages, namely planning, action, observation and reflection. This research was conducted at Kanisius Elementary School, Kota Baru, with the research subject being fourth grade students at Kanisius Elementary School, Kota Baru, with a total of 20 students. Data collection tools using observation and tests. The results of the study show that applying Nusantara Dolls media in social studies learning can increase social studies learning activities and outcomes in learning. This can be proven from the results of social studies learning outcomes, namely an increase in learning outcomes can affect learning outcomes as evidenced by the acquisition of pre-cycle action results with an average of 55.5 to increase in cycle 1 to 63.4 and to increase in cycle 2 to 75.8
Meningkatkan Disiplin Belajar Peserta Didik melalui Metode Reward and Punishment dalam Pembelajaran Matematika Kelas 1 SD Kanisius Kotabaru Fitriana, Reza; Sarkim, Tarsisius
Paedagogie Vol 19 No 2 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v19i1.9515

Abstract

This study aims to improve the learning discipline of students through reward and punishment methods in learning Mathematics grade 1 SD Kanisius Kotabaru Yogyakarta. This type of research is a class action research carried out in two cycles. For each cycle through 4 stages namely planning, action, observation, and reflection. The research model used is the Kemmis-Taggart model. The subjects of this study were grade 1 students of SD Kanisius Kotabaru Yogyakarta totaling 13 students. The object in this study is the learning discipline of learners in Mathematics learning. Data collection techniques use observation, documentation, field notes and interviews. Data analysis techniques use quantitative descriptive statistics. This study used success indicators with an average value of learning discipline, which is 81-100% with a very good category. The results showed that through the reward and punisment method, the learning discipline of grade 1 students of SD Kanisius Kotabaru in learning Mathematics has increased. This can be seen from the results of the pre-cycle percentage of 53.8% with the medium category, in cycle 1 it increased by a percentage of 76.1%, then increased in cycle II to 84.6%. This shows that using reward and punishment can improve student learning discipline.
Co-Authors Andrea Vicky Novianti Cahya, Yuka Rahmah Elisabeth Desiana Mayasari Fitriana, Reza Maris Stella Vena Santi