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Teacher Professionalism, Teacher Monitoring in Learning from Home, Parental Participation, and Android-Assisted Learning as Predictors of Students Achievement in COVID-19 Pandemic Donald Samuel Slamet Santosa; Retnowati Retnowati; Slameto Slameto
International Journal of Science and Applied Science: Conference Series Vol 4, No 1 (2020): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v4i1.49454

During the COVID-19 pandemic, the Indonesian government implements open and distance learning (ODL) for K-12 until December 2020. Home learning is demanded to have similar quality to learning at school. One indicator of the quality of learning is students achievement. Based on a systems approach, this study sought to find predictors of students’ achievement through ODL in which teacher professionalism (input), android-assisted learning, learning monitoring by the teacher, and parental participation (process) were the predictors of students’ learning outcomes (output). The data sources of this study were obtained from 102 teachers of 487 members of Slameto facebook accounts; data netted with a questionnaire of 24 items that were valid and reliable. To analyze the data, the researchers used the Step Wise Model Regression technique assisted by SPSS for Windows version 25. The results showed that teacher professionalism was the main determinant of students’ achievement with a contribution of 31.30% (model 1); when it was accompanied by monitoring of learning by the teacher, it increased to 37.90% (model 2), and when it was accompanied by parental participation, it gained 43.60% contribution (model 3). This study emphasizes the need for a management model based on parental participation in improving the quality of learning from home (ODL).

Membongkar Mitos “Kehilangan Belajar” (Learning Loss) dengan Refleksi Diri Slameto Slameto
Jurnal Basicedu Vol 6, No 3 (2022): June Pages 3200-5500
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i3.2752

Myth is not a lie. It is a belief that is adopted by people because it seems make sense, true, and consistent with at least some evidence. It is not true or at least not entirely true. However, until now people still believe in the myths about online learning, whatever they are, including learning loss. Online educational world is somewhat dominated by ridiculous myths; they are dangerous since they can retard positive changes in such world. There have been identified several myths which retard and even endanger online learning, especially learning loss as well as ways to prevent and critiques to them. Apparently, self-reflection is the key to break through the dangerous eight myths of learning loss. We believe that “corona children” or kids who were born during the covid-19 pandemic have learned much than the previous generation; they are more resilient, knowledgeable, creative, and have more potential than that of previous generation because things they have been through have given them more progress in many ways we might have never thought before. Thus, educators and policy makers are expected to be part of children’s learning facilitators in the new normal era, respect any learning places, and encourage places which facilitate students’ learning development.

The Relation of Google Classroom Usage on Student’s Learning Outcomes for Elementary School Students Firly Divariyani; Slameto Slameto
Jurnal Ilmiah Sekolah Dasar Vol 6 No 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i2.45127

The Covid-19 pandemic has caused various changes in the education system in Indonesia, especially in the use of online learning methods. However, implementing new technologies is challenging, especially for parents and teachers of lower-grade elementary school students. One form of technology that is applied in online learning is Google Classroom. This study aims to analyze the relationship between using Google Classroom during the Covid-19 pandemic and its effect on the learning process and outcomes. This study used qualitative research methods. The subjects of this study were 33 parents of students. Data was collected through surveys and interviews with parents and teachers. The data were analyzed qualitatively through the Technology Acceptance Model. The analysis results show that although the applied technology is well received, there is a difference between the scores and the results of evaluating student performance in face-to-face meetings with the teacher. Learning loss can be caused by parents who are too involved in the online learning process and teachers' difficulty adequately assessing student performance. The implication is that online education methods are ineffective and may have caused damage to the education system in general.

Membongkar Mitos “Kehilangan Belajar” (Learning Loss) dengan Refleksi Diri Slameto Slameto
Jurnal Basicedu Vol 6, No 3 (2022): June Pages 3200-5500
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i3.2752

Myth is not a lie. It is a belief that is adopted by people because it seems make sense, true, and consistent with at least some evidence. It is not true or at least not entirely true. However, until now people still believe in the myths about online learning, whatever they are, including learning loss. Online educational world is somewhat dominated by ridiculous myths; they are dangerous since they can retard positive changes in such world. There have been identified several myths which retard and even endanger online learning, especially learning loss as well as ways to prevent and critiques to them. Apparently, self-reflection is the key to break through the dangerous eight myths of learning loss. We believe that “corona children” or kids who were born during the covid-19 pandemic have learned much than the previous generation; they are more resilient, knowledgeable, creative, and have more potential than that of previous generation because things they have been through have given them more progress in many ways we might have never thought before. Thus, educators and policy makers are expected to be part of children’s learning facilitators in the new normal era, respect any learning places, and encourage places which facilitate students’ learning development.

Evaluasi Implementasi Kurikulum 2013 pada Mata Pelajaran Matematika Di SMP Negeri Apriyani Lisnawati Mowendu; Slameto Slameto; Yari Dwikurnaningsih
Kelola: Jurnal Manajemen Pendidikan Vol. 6 No. 1 (2019)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2019.v6.i1.p74-88

Curriculum 2013 is one of government’s strategic to decrease the quality of education. SMP Negeri 7 Salatiga is one of school that has implemendted the curriculum since 2014. This evaluation research departs from the problem that found on implementation of curriculum 2013 at SMP Negeri 7 Salatiga, especially on math. The purpose of this study is to describes the implementation of curriculum 2013, especially on math subject at SMP Negeri 7 Salatiga. The subjects of this research are the student and math teachers in SMP Negeri 7 Salatiga. Data collection techniques used in this research were interviews, observation, questionnaires and documentation. Data analysis technique used in this research is descriptive qualitative. This study describes how the implementation of curriculum 2013 in schools is based on model of countenance stake evaluation and is guided by the standards that used. The results showed that: 1) at the antecedents stage, 100% meet the standards of the kurikulum 2013 tools and lesson planning; 2) at the transaction stage, 40% have not met the standards for learning implementation and 40% have not met the standards for the authentic assessment; 3) at the outcomes stage of 83.3% not meeting the standards for authentic assessment results.

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