Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal Mimbar Pendidikan: Jurnal Indonesia untuk Kajian Pendidikan SOSIOHUMANIKA EDUCARE SIPATAHOENAN
Jose M Ocampo, Jr., Jose M
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers Belecina, Rene R; Ocampo, Jr., Jose M
MIMBAR PENDIDIKAN Vol 1, No 1 (2016): Volume 1, Number 1, March 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v1i1.1758

Abstract

ABSTRACT: There are many factors that influence academic performance of students. Some of these are related to personological, sociological, and psychological factors. In recent years, academic achievement and performance have been linked to several psychological factors. Two of these psychological factors that may have direct impact or influence on academic performance are curiosity and epistemological beliefs. The study described the level of mathematical curiosity and epistemological beliefs of first year preservice teachers. Mathematical curiosity includes epistemic curiosity, perceptual curiosity, exploration, and absorption. Epistemological beliefs include certainty of knowledge, source of knowledge, structure of knowledge, control of knowledge acquisition (personal), control of knowledge acquisition (general), and speed of knowledge acquisition. Three research instruments were utilized in this study, namely: Curiosity Inventory, Epistemological Beliefs Inventory, and Mathematics Performance Test. The participants of the study were 167 freshman preservice teachers. Data revealed that mathematics curiosity and epistemological beliefs are significantly related to mathematics performance and they also significantly influence mathematics performance.  KEY WORD: Psychological factor, epistemological beliefs, mathematics curiosity, preservice teachers,and mathematics performance. ABSTRAKSI: “Keingintahuan Matematis, Keyakinan Epistemologis, dan Kinerja Matematika Mahasiswa Calon Guru”. Ada banyak faktor yang mempengaruhi prestasi akademik mahasiswa. Beberapa hal ini terkait dengan faktor personalogis, sosiologis, dan psikologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Dua dari faktor-faktor psikologis yang mungkin memiliki dampak langsung atau pengaruh terhadap kinerja akademis adalah rasa ingin tahu dan keyakinan epistemologis. Studi ini menggambarkan tingkat rasa ingin tahu matematika dan keyakinan epistemologis mahasiswa guru dalam pra-jabatan tahun pertama. Keingintahuan matematika termasuk rasa ingin tahu secara epistemik, persepsi rasa ingin tahu, eksplorasi, dan penyerapan. Keyakinan epistemologis termasuk kepastian pengetahuan, sumber pengetahuan, struktur pengetahuan, pengendalian akuisisi pengetahuan (personal), pengendalian akuisisi pengetahuan (umum), dan kecepatan akuisisi pengetahuan. Tiga instrumen penelitian yang digunakan dalam penelitian ini, yaitu: Inventarisasi Keingintahuan, Inventarisasi Keyakinan Epistemologis, dan Uji Kinerja Matematika. Para peserta penelitian adalah 167 mahasiswa calon guru. Data mengungkapkan bahwa rasa ingin tahu matematika dan keyakinan epistemologis secara signifikan terkait dengan kinerja matematika dan keduanya juga secara signifikan mempengaruhi kinerja matematika.KATA KUNCI: Faktor psikologis, keyakinan epistemologis, rasa ingin tahu matematika, mahasiswa calon guru, dan kinerja matematika.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the College of Graduate Studies and Teacher Education Research PNU (Philippine Normal University). Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University). Corresponding authors are: rrbelecina@yahoo.com and juno_6970@yahoo.comHow to cite this article? Belecina, Rene R. Jose M. Ocampo, Jr. (2016). “Mathematical Curiosity, Epistemological Beliefs, and Mathematics Performance of Freshman Preservice Teachers” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(1) Maret, pp.123-136. Bandung, Indonesia: UPI Press. Chronicle of the article: Accepted (December 13, 2015); Revised (January 29, 2016); and Published (March 11, 2016).
Approximate Behaviors as Cues for Addressing Learning Needs Ocampo, Jr., Jose M; Ocampo, Laura V
MIMBAR PENDIDIKAN Vol 3, No 1 (2018)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v3i1.10634

Abstract

ABSTRACT: The behavior of learners can serve as cue, so that teachers would make the necessary adjustments in handling the class. However, when this behavior becomes intolerable, some people call it misbehavior. In this light, behavior which is usually recognized as distressing can be viewed with optimism. Too much hand and body movement of children inside or outside classroom can be viewed as indicating a favorable need for action, a call for alternative process to achieve learning. This study attempted to present an alternative view of first grade learners’ behavior during reading sessions in class. For gathering of data, a checklist was used to observe one participant-learner every scheduled reading class. The first grade learners’ reading difficulties can be manifested through various behaviors. These behaviors are grouped and can be observed on four areas, such as head, arm-hand, shoulder-waist, and waist-foot. The approximate behaviors as cues for addressing learning needs have similar postures found in brain gym movements. It is recommended that other areas of learning difficulty among school learners be explored. Further, identify the learning difficulties in reading and the behaviors of school learners using the checklist constructed by the researchers.KEY WORD: Behavior; Cues for Learning Needs; Learning Difficulty; Brain Gym Movements. ABSTRAKSI: “Perkiraan Perilaku sebagai Isyarat untuk Mengatasi Kebutuhan Belajar”. Perilaku peserta didik dapat dijadikan isyarat, sehingga guru dapat melakukan penyesuaian yang diperlukan dalam penanganan kelas. Namun, bila perilaku ini menjadi tidak tertahankan, beberapa orang menyebutnya perilaku salah. Dalam hal ini, perilaku yang biasanya dikenali sebagai hal yang menyedihkan dapat dilihat dengan optimisme. Terlalu banyak gerakan tangan dan tubuh anak-anak di dalam atau di luar kelas dapat dipandang sebagai indikasi kebutuhan tindakan yang baik, sebuah panggilan dalam proses alternatif untuk mencapai pembelajaran. Penelitian ini mencoba menyajikan pandangan alternatif tentang perilaku peserta didik di kelas satu selama sesi membaca di kelas. Untuk pengumpulan data, daftar isian ceklis digunakan dalam mengamati satu peserta didik di setiap kelas pembacaan yang dijadwalkan. Kesulitan membaca peserta didik kelas satu dapat diwujudkan melalui berbagai perilaku. Perilaku ini dikelompokkan dan dapat diamati pada empat bidang, seperti kepala, lengan-tangan, bahu-pinggang, dan pinggang-kaki. Perkiraan perilaku sebagai isyarat untuk mengatasi kebutuhan belajar memiliki postur tubuh serupa yang ditemukan pada gerakan asah otak. Disarankan agar daerah lain yang mengalami kesulitan belajar di antara siswa sekolah dapat dieksplorasi. Selanjutnya, identifikasi kesulitan belajar membaca dan perilaku pelajar sekolah menggunakan daftar isian ceklis yang disusun oleh para peneliti.KATA KUNCI: Perilaku; Isyarat untuk Kebutuhan Belajar; Kesulitan Belajar; Gerakan Asah Otak.   About the Authors: Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University) in Manila, Philippines. Laura V. Ocampo, M.A. is a Science Grade School Teacher at the Claret School of Quezon City, Philippines. For academic interests, the authors are able to be contacted via e-mails at: juno_6970@yahoo.com and hope4619@gmail.comSuggested Citation: Ocampo, Jr., Jose M. Laura V. Ocampo. (2018). “Approximate Behaviors as Cues for Addressing Learning Needs” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 3(1), March, pp.1-10. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (February 8, 2018); Revised (March 11, 2018); and Published (March 30, 2018).
Towards Quality Graduate Mathematics Teacher Education: A PNU CGSTER Tracer Study Belecina, Rene R; Ocampo, Jr., Jose M
SOSIOHUMANIKA Vol 10, No 1 (2017)
Publisher : ASPENSI in Bandung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1125.887 KB)

Abstract

ABSTRACT: Tracer study is one way of evaluating curricular programs, especially in higher education institutions. For the purpose of quality assurance of course programs, higher education institutions can contribute meaningfully by applying the principles of tracer study to create sustainable learning empowerment environment for the continuous professional development of past students. Hence, tracer study can be used for the enhancement of quality course programs offered in higher education institutions to be able to meet the demands of changing educational, socio-economic, industrial and technological demands of the new century. This tracer study evaluated the graduate Mathematics education program in CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. The profile of the graduates of the program was described in terms of biographical characteristics, employment attributes, transition, and professional achievements. Likewise, a retrospective evaluation of the program was also done, which includes the satisfaction of the graduates with services, learning environment, and facilities of the university. The extent to which the graduate Mathematics education program contributed to the general and specific competencies of the graduates was also determined. Findings reveal that the graduates are satisfied with the services and facilities of the university. They find the trainings provided by the Mathematics education program adequate and relevant to the skills and competencies they need in their work.  KEY WORD: Quality Graduate; Mathematics Education Program; Tracer Study; Biographical Characteristics; Satisfaction of the Graduates.  RESUME: “Menuju Kualitas Pendidikan Guru Matematika Pascasarjana: Studi Pelacakan Alumni CGSTER PNU”. Studi pelacakan alumni merupakan salah satu cara untuk mengevaluasi program kurikuler, terutama di perguruan tinggi. Untuk tujuan penjaminan mutu program studi, perguruan tinggi dapat berkontribusi secara bermakna dengan menerapkan prinsip studi pelacakan alumni untuk menciptakan lingkungan yang memberdayakan pembelajaran berkelanjutan bagi pengembangan profesional dengan masa lalu mahasiswa. Oleh karena itu, studi pelacakan alumni dapat digunakan untuk peningkatan program kursus berkualitas yang ditawarkan di perguruan tinggi agar dapat memenuhi tuntutan perubahan dalam bidang pendidikan, sosio-ekonomi, industri dan teknologi pada abad yang baru. Studi pelacakan alumni ini mengevaluasi program pendidikan Matematika pascasarjana di CGSTER PNU (Sekolah Pascasarjana Penelitian dan Kajian Pendidikan Guru, Universitas Pendidikan Filipina) di Manila, Filipina. Profil lulusan program ini dijelaskan dalam hal karakteristik biografi, atribut ketenagakerjaan, transisi, dan prestasi profesional. Demikian juga, evaluasi retrospektif terhadap program juga dilakukan, yang meliputi kepuasan lulusan dengan layanan, lingkungan belajar, dan fasilitas universitas. Sejauh mana program pendidikan Matematika pascasarjana memberikan kontribusi terhadap kompetensi umum dan spesifik lulusan juga ditentukan. Temuan mengungkapkan bahwa para lulusan merasa puas dengan pelayanan dan fasilitas universitas. Mereka menemukan bahwa pelatihan yang diberikan oleh program pendidikan Matematika memadai dan relevan dengan keterampilan dan kompetensi yang mereka butuhkan dalam pekerjaan mereka.KATA KUNCI: Lulusan Berkualitas; Program Pendidikan Matematika; Studi Pelacakan Alumni; Karakteristik Biografi; Kepuasan Lulusan.   About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. For academic interests, the authors can can be contacted via their e-mails at: rrbelecina@yahoo.com and juno_6970@yahoo.comHow to cite this article? Belecina, Rene R. & Jose M. Ocampo, Jr. (2017). “Towards Quality Graduate Mathematics Teacher Education: A PNU CGSTER Tracer Study” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.10(1) May, pp.45-56. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of the article: Accepted (June 1, 2016); Revised (December 15, 2016); and Published (May 30, 2017).  
Effecting Change on Students’ Critical Thinking in Problem Solving Belecina, Rene R; Ocampo, Jr., Jose M
EDUCARE Vol 10, No 2 (2018)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.542 KB)

Abstract

ABSTRACT: Critical thinking is the intellectually disciplined process of actively and skillsfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Most formal definitions of critical thinking characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation. Critical thinking and problem solving have long been important terminologies in the context of education, but within the framework of the 21st century classroom, they take on very specific definitions. Critical thinking employs higher level analytical skills to understand a problem and to work toward a means by which it can be solved, that word implies an answer. This study investigated the effect of using problem situations on the critical thinking of graduate students in solving problems. The study utilized the experimental design participated by a group of graduate students enrolled in Educational Statistics. Four problem situations were utilized that aimed to develop critical thinking of students in problem solving. Students’ critical thinking was measured before and after giving them the problem situations. Results revealed that students’ critical thinking in problem solving significantly improved after using problem situations. The students also expressed positive attitude and sentiments towards the used of these problem situations. It is recommended that these problems situations be used in other topics and areas in mathematics.        KEY WORDS: Problem Situation; Critical Thinking; Problem Solving; Graduate Students; Positive Attitude and Sentiments.  About the Authors: Rene R. Belecina, Ph.D. is a Full Professor at the CGSTER PNU (College of Graduate Studies and Teacher Education Research, Philippine Normal University) in Manila, Philippines. Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU in Manila, the Philippines. The authors are able to be contacted via their e-mails at: rrbelecina@yahoo.com and juno_6970@yahoo.comSuggested Citation: Belecina, Rene R. & Jose M. Ocampo, Jr. (2018). “Effecting Change on Students’ Critical Thinking in Problem Solving” in EDUCARE: International Journal for Educational Studies, Volume 10(2), February, pp.109-118. Bandung, Indonesia and BS Begawan, Brunei Darussalam: Minda Masagi Press owned by ASPENSI and BRIMAN Institute, ISSN 1979-7877. Article Timeline: Accepted (December 19, 2017); Revised (January 20, 2018); and Published (February 28, 2018).
Effectiveness of Brain Gym Activities in Enhancing Writing Performance of Grade I Pupils Ocampo, Jr., Jose M; Varela, Leonora P; Ocampo, Laura V
SOSIOHUMANIKA Vol 10, No 2 (2017)
Publisher : ASPENSI in Bandung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT: There are many factors that influence academic performance of students. Some of these are related to personological, sociological, and psychological factors. In recent years, academic achievement and performance have been linked to several psychological factors. Two of these psychological factors, that may have direct impact or influence to academic performance, are curiosity and epistemological beliefs. In this study, the organization and legibility of the subjects’ writing before and after the use of Brain Gym activities were described. The pre-experimental design, specifically the One Group Pre-test – Post-test, was utilized to examine the grade 1 pupils’ writing performance in the areas of length of output. The respondents were composed of 4 pupils, who have a variety of writing concerns, ranging from getting started, organization, attention to details, and producing sufficient output or length of writing. It was concluded that Brain Gym, a movement-based learning exercise, was an effective activity for enhancing grade 1 pupils’ writing concerns, specifically in terms of neatness, legibility, writing on and following blue-red-blue lines as well as correct spacing between letters and words. Pupils under the Brain Gym conditions tended to write more words. Brain Gym exercises brought excitement, cheerfulness, and relaxed mood among pupils. It is recommended that time be allotted for the use of Brain Gym exercises, due to it can be utilized as unfreezing activity for enhancement of writing performance among pupils.KEY WORD: Brain Gym; Writing Performance; Legibility; Length of Output; Organization; Writing Concerns. RESUME: “Efektivitas Kegiatan Senam Otak dalam Meningkatkan Kinerja Menulis Siswa Kelas I”. Ada banyak faktor yang mempengaruhi prestasi akademik siswa. Beberapa di antaranya berkaitan dengan faktor personologis, sosiologis, dan psikologis. Dalam beberapa tahun terakhir, prestasi dan kinerja akademik telah dikaitkan dengan beberapa faktor psikologis. Dua faktor psikologis ini, yang mungkin berdampak langsung atau berpengaruh pada kinerja akademis, adalah keingintahuan dan kepercayaan epistemologis. Dalam penelitian ini, organisasi dan keterbacaan tulisan subjek sebelum dan sesudah penggunaan kegiatan Senam Otak dijelaskan. Desain pra-eksperimental, khususnya Pre-test – Post-tes Satu Grup, digunakan untuk menguji kinerja tulis murid kelas 1 di bidang panjang dan luaran. Responden terdiri dari 4 siswa, yang memiliki berbagai masalah menulis, mulai dari persiapan, pengorganisasian, perhatian terhadap perincian, dan menghasilkan luaran atau lama penulisan yang cukup. Disimpulkan bahwa Senam Otak, sebuah gerakan berbasis pembelajaran, adalah kegiatan yang efektif untuk meningkatkan perhatian siswa kelas 1, khususnya dalam hal kerapian, keterbacaan, penulisan dan garis biru-merah-biru berurutan, dan jarak antara huruf dan kata yang benar. Siswa di bawah kondisi Senam Otak cenderung untuk menulis lebih banyak kata. Latihan Senam Otak membawa kegembiraan, keceriaan, dan suasana santai di kalangan siswa. Dianjurkan agar waktu diberikan untuk penggunaan latihan Senam Otak ini, sebab ianya dapat dimanfaatkan sebagai aktivitas tanpa henti untuk meningkatkan kinerja menulis di kalangan siswa.KATA KUNCI: Senam Otak; Kinerja Menulis; Keterbacaan; Panjang Luaran; Organisasi; Perihal Menulis.    About the Authors: Jose M. Ocampo, Jr., Ph.D. is a Full Professor at the Faculty of Education Sciences PNU (Philippine Normal University) in Manila, Philippines. Leonora P. Varela, Ph.D. is an Associate Professor at the Faculty of Education Sciences PNU in Manila, Philippines. Laura V. Ocampo, M.A. is a Science Grade School Teacher at the Claret School, Quezon City, Philippines. Corresponding authors are: juno_6970@yahoo.com, varela.lp@pnu.edu.ph, and hope4619@gmail.comSuggested Citation: Ocampo, Jr., Jose M., Leonora P. Varela & Laura V. Ocampo. (2017). “Effectiveness of Brain Gym Activities in Enhancing Writing Performance of Grade I Pupils” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November, pp.179-190. Bandung, Indonesia: Minda Masagi Press and UNIPA Surabaya, ISSN 1979-0112. Article Timeline: Accepted (September 29, 2017); Revised (October 30, 2017); and Published (November 30, 2017).
Children’s Reading Difficulty and Their Perceived Misbehavior Ocampo, Jr., Jose M
SIPATAHOENAN Vol 1, No 2 (2015)
Publisher : ASPENSI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT: The greatest natural gift of a child as a growing and developing individual is the ability to learn. How good a child is in relation to reading and writing has been considered by many parents as a question they anticipate to encounter. The study sought to describe the 6-years-old children’s reading difficulty and their perceived misbehavior. It is worthy to note that misbehavior is a complaint not only limited to teachers or other school personnel. Sometimes, even parents or carers themselves agree that their children are exhibiting misbehaviors. For gathering of data, in this study, parents/carers and teachers of participants were interviewed focusing on the checklist. Results indicate that children’s learning difficulty in relation to reading is composed of attention, expressive reading, focusing on test, reading comprehension, and spelling. The behaviors occurring during reading sessions at home, among the respondents are grouped on four areas, such as: head, arm-hand, shoulder-waist, and waist-foot. Some carers, however, perceived these behaviors as misbehaviors. The study recommends that other areas of learning difficulty, especially concerning mathematics be explored. Aside from organizing modified group activities according to skills (for letter-sound recognition, proper blending, and reading comprehension with few words), explore and try-out some programs, which can be used as an alternative movement-based learning activity.KEY WORD: Children; Parents and Teachers; Reading Difficulty; Misbehaviour; Learning Activity. INTISARI: “Kesulitan Anak-anak dalam Membaca dan Perilaku Nakal yang Dirasakan Mereka”. Karunia alam terbesar bagi anak sebagai individu yang tumbuh dan berkembang adalah kemampuan untuk belajar. Seberapa baik anak dalam kaitannya dengan membaca dan menulis telah dianggap oleh kebanyakan orang tua sebagai pertanyaan besar untuk mengantisipasi dan menghadapinya. Penelitian ini berusaha untuk menggambarkan kesulitan membaca anak-anak berusia 6 tahun dan perilaku nakal yang dirasakan mereka. Hal ini layak untuk dicatat bahwa perilaku nakal adalah keluhan tidak hanya terbatas pada guru atau petugas sekolah lainnya. Kadang-kadang, bahkan orang tua atau wali murid sendiri setuju bahwa anak-anak mereka menunjukan perilaku nakal. Untuk mengumpulkan data, dalam penelitian ini, peserta orang tua/wali murid dan guru diwawancarai dengan fokus pada daftar nama-nama. Hasil penelitian menunjukan bahwa kesulitan belajar anak dalam kaitannya dengan membaca terdiri dari perhatian, membaca ekspresif, fokus pada tes, pemahaman bacaan, dan ejaan. Perilaku nakal yang terjadi selama sesi membaca di rumah, diantara para responden dikelompokkan pada empat bidang, seperti: kepala, lengan-tangan, bahu-pinggang, dan pinggang-kaki. Beberapa wali murid, bagaimanapun, menganggap perilaku ini sebagai kenakalan. Studi ini merekomendasikan bahwa area lain dari kesulitan belajar, terutama menyangkut matematika juga dieksplorasi. Selain menyelenggarakan kegiatan kelompok yang dimodifikasi sesuai dengan keterampilan (dengan surat pengakuan yang dibacakan, gabungan yang tepat, dan pemahaman bacaan dengan beberapa kata), mengeksplorasi dan menguji-cobakan beberapa program, yang dapat digunakan sebagai alternatif gerak berbasis aktivitas belajar.KATA KUNCI: Anak-anak; Orang Tua dan Guru; Kesulitan Membaca; Perilaku Nakal; Kegiatan Belajar.About the Author: Prof. Jose M. Ocampo, Jr., Ph.D. is a Lecturer at the PNU (Philippine Normal University) in Manila, the Philippines. For academic interests, the author is able to be contacted via e-mail at: juno_6970@yahoo.comHow to cite this article? Ocampo, Jr., Jose M. (2015). “Children’s Reading Difficulty and Their Perceived Misbehavior” in SIPATAHOENAN: South-East Asian Journal for Youth, Sports & Health Education, Vol.1(2) October, pp.199-208. Bandung, Indonesia: Minda Masagi Press, APAKSI Bandung, and KEMENPORA RI Jakarta, ISSN 2407-7348.Chronicle of the article: Accepted (May 16, 2015); Revised (July 27, 2015); and Published (October 28, 2015).
Emotional Intelligence and Leadership Trait among Master Teachers Lucero, Leilani C; Ocampo, Jr., Jose M
MIMBAR PENDIDIKAN Vol 4, No 1 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbardik.v4i1.16970

Abstract

ABSTRACT: Many classroom teachers get promoted to a leadership role as in the case of Master Teachers in the Department of Education (DepEd) in the Philippines. This requires a shift in role or expansion of scope and nature of work as they adjust and accommodate the new assignment. Hence, this shift is worth studying to understand how they fare and what assistance can be given them to be effective in doing their tasks. This is the purpose of the current study focused on determining the emotional intelligence and leadership trait of the Master Teachers. Using a descriptive-correlational research method involving 45 respondents from the 10 Senior High Schools in Pasig City with Master Teachers, the study identified their emotional intelligence and leadership trait, and determined the significant correlations between the two as perceived by the participants. The results show that the respondents were highly emotionally intelligent in managing own emotions, managing others’ emotions, and utilization of emotions, but they got above average emotional intelligence in the perception of emotions. On the other hand, the measure of leadership trait showed that they had high leadership trait in all the five major leadership traits. KEY WORD: Emotional Intelligence; Leadership Trait; Master Teacher. ABSTRAKSI: “Kecerdasan Emosional dan Sifat Kepemimpinan diantara Guru-guru Kepala Sekolah”. Banyak guru kelas dipromosikan ke peran kepemimpinan seperti dalam kasus Guru-guru Kepala Sekolah di Departemen Pendidikan (DepEd) di Filipina. Ini membutuhkan pergeseran peran atau perluasan ruang lingkup dan sifat pekerjaan saat mereka menyesuaikan dan mengakomodasi tugas baru. Oleh karena itu, perubahan ini layak dipelajari untuk memahami bagaimana taraf mereka dan bantuan apa yang dapat diberikan kepada mereka agar efektif dalam melakukan tugas-tugas mereka. Ini adalah tujuan dari penelitian ini yang berfokus pada menentukan kecerdasan emosi dan sifat kepemimpinan dari Guru-guru Kepala Sekolah. Menggunakan metode penelitian deskriptif-korelasional yang melibatkan 45 responden dari 10 SMA (Sekolah Menengah Atas) di Kota Pasig dengan Guru-guru Kepala Sekolah, penelitian ini mengidentifikasi kecerdasan emosional dan sifat kepemimpinan mereka, dan menentukan korelasi yang signifikan antara keduanya seperti yang dirasakan oleh para peserta. Hasil kajian menunjukan bahwa responden sangat cerdas secara emosional dalam mengelola emosi sendiri, mengelola emosi orang lain, dan memanfaatkan emosi, tetapi mereka mendapat kecerdasan emosi di atas rata-rata dalam persepsi emosi. Di sisi lain, ukuran sifat kepemimpinan menunjukan bahwa mereka memiliki sifat kepemimpinan yang tinggi di semua lima sifat kepemimpinan utama. KATA KUNCI: Kecerdasan Emosional; Sifat Kepemimpinan; Guru Kepala Sekolah.  About the Authors: Leilani C. Lucero, M.A. is a Head Teacher at the Pasig City Science High School in the Philippines; and Jose M. Ocampo, Jr., Ph.D. is a Lecturer at the PNU (Philippine Normal University) in Manila, the Philippines. For academic interests, the authors are able to be contacted via their e-mails at: leahcruzlucero@yahoo.com and juno_6970@yahoo.comSuggested Citation: Lucero, Leilani C. Jose M. Ocampo, Jr. (2019). “Emotional Intelligence and Leadership Trait among Master Teachers” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.55-72. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (January 15, 2019); Revised (February 9, 2019); and Published (March 30, 2019).
Co-Authors Lucero, Leilani C Ocampo, Laura V Ocampo, Laura V Rene R Belecina, Rene R Varela, Leonora P