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Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
Core Subject :
Jurnal Ilmu Pendidikan (JIP) is an international peer-reviewed journal dedicated to advancing knowledge, theory, policy, and practice in science and education. The journal publishes high-quality empirical studies, systematic reviews, meta-analyses, conceptual papers, and innovative educational practices that contribute significantly to the transformation of education at local, national, and global levels.
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Articles 6 Documents
 1 
Search results for , issue "vol. 10 no. 3 (2003)" : 6 Documents clear
Work Stress and Psychological Consequences in The Workplace: Study on Elementary School Teachers Arismunandar Arismunandar; Nuri Emmiyati
Jurnal Ilmu Pendidikan Vol. 10 No. 3 (2003)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v10i32003p%p

Abstract

There are very limited studies examining the relationships between work stress and psychological consequences of the teachers, especially elementary school teachers. Therefore, the primary purpose of conducting this research is to understand the correlation between teachers work stress, and burnout and job satisfaction. It also aims to understand sources and levels of teachers work stress. The findings of the study showed that there was no correlation between teachers work stress and burnout, and between teachers work stress and job satisfaction
Revival of Competency Based Teacher Education Suhadi Ibnu
Jurnal Ilmu Pendidikan Vol. 10 No. 3 (2003)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v10i32003p%p

Abstract

Competency Based Teacher Education (CBTE) was widely implemented around the 1970s to the early 1980s in Indonesia and elsewhere. Although there was no formal cancellation of this curriculum, its role seemed to fade away as other concepts of teacher education came into the field. In the last two years CBTE seems to get a new momentum to reemerge along with the launching of competency based curriculum in primary and secondary school levels. This article describes critically the responses on the sides of teacher education, towards the newly launched issue and what have been done so far in the national level in the preparation of reemergence of CBTE, especially on formulation of competencies which should be acquired by the teacher candidates in teacher education scheme.
Improving a College Writing Instrustion: Developing L2 Learners' Awareness and Strategies to Attain Near-native Stylistic Skill Siusana Kweldju
Jurnal Ilmu Pendidikan Vol. 10 No. 3 (2003)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v10i32003p%p

Abstract

This article is a report of a one-cycle classroom action research conducted to non-degree students at the three-year program of English for business at Universitas Negeri Malang. Initially they were reluctant students to improve their own writing skill. The purpose of this study was to optimize the Writing III Course and part of the effort to develop a possible model of lexically-based instruction for college writing. Students consciousness raising was continuously done before this model could really optimize their learning.
Obstructing Factors in the Implementation of Regional Autonomy in Educational Management Moh Huda A.Y
Jurnal Ilmu Pendidikan Vol. 10 No. 3 (2003)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v10i32003p%p

Abstract

The study was conducted to identify the obstructing factors in the implementation of regional autonomy in educational management in Malang Regency, especially at public junior high and senior high schools. The method used to determine the priority scale of the obstructing factors was the Delphi Method. The result shows that the obstructing factors in public junior high schools (SLTPNs) and public senior high schools (SMUNs) are of the same type
Students' Reading Responses to Tess of the d'Urbervilles, a Novel by Thomas Hardy Yazid Bashtomi; M.M Amri; Kukuh P Subagyo
Jurnal Ilmu Pendidikan Vol. 10 No. 3 (2003)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v10i32003p%p

Abstract

The study explored how students responded to Tess of the d'Urbervilles, a novel by Thomas Hardy. This study was a case study of an in-tact class of Prose I at the English Department, Universitas Negeri Malang. The data were collected from 25 students, and were in the form of students' papers, written in English, which were of the students' personal responses towards the novel. The study found that the students resorted to their re-ligius knowledge (ideology) when responding to the characters and subject matter of the novel. Students also developed certain kinds of feeling (emotion) as their religious ideology was challenged by that offered by the novel. The study also diclosed that the students' responses fell into the categories of thematic and empathetic. It follows that teachers of Literature need to make attempts to situate the students to arrive at higher level of responses: motivational, predictive, and critical-evaluative.
Inequity Progress of pupil Groups in Upper Primary Schools Laurens Kaluge
Jurnal Ilmu Pendidikan Vol. 10 No. 3 (2003)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v10i32003p%p

Abstract

The inequity issues and evidence are the foci of this article. The study reanalized data collected from 60 primary schools in the city of Malang. Three upper grades in each school were picked up, 160 classes with all 5188 pupils. The prior attainment of Indonesian Language and Mathematics expressing the basic skills were used as predictor baselines. The post-scores after a year in progress, were treated as response variables. The learning progress revealed by the value-added of each child was obtained after taking into account the baselines and regressing to the response variables utilising the multilevel analyses. Issues of inequity were raised related to significant factors differentiating pupil attainment progress and the possible gap in school level

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