Retrieved from: ~donclark/hrd/ history/ history.htmlĭasuki, A. International Journal of Learning, Teaching and Educational Research, (8)1, 1-15.Ĭlark, D. Student Teachers’ Perceptions of Theory and Practice Integration through Action Research. International Journal of Learning, Teaching and Educational Research, (16)8, 51-64.īobrakov, S. Impact of Teaching Attitudes and Behaviors for Learning on the Reading Achievement of Students Falling Behind. International Journal of Learning, Teaching and Educational Research, (17)10, 1-17. Middle School Teachers’ Knowledge and Use of Comprehension Strategies in Discipline Instruction.
Pengembangan Kurikulum dan Pembelajaran Kimia. S., Andriyani, D., Susilana, R., Chandrawati, T., Sanjaya, W. International Journal of Learning, Teaching and Educational Research, (16)11, 77-91.
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The Professional Development of Adult Educators: The Case of the Lifelong Learning Centres (L.L.C) in the Prefecture of Evros, Greece. Journal of Science Teacher Education, (28)1, 11-35. Justifying Predictions: Connecting Use of Educative Curriculum Materials to Learners’ Engagement in Science Argumentation. Therefore it is recommended that Chemistry Teacher Group Discussion use the ECM.Īrias, A. Based on these findings, it can be concluded that the ECM effectively improves on chemistry teachers’ instructional performance and learners’ achievement. (4) The learner’s achievement that learns from teacher used ECM increased higher significantly than those who did not. (3) The instructional performance of junior chemistry teachers who use ECM is better than senior chemistry teachers both in their planning and implementation. (2) Understanding pedagogical and professional knowledge of junior chemistry teachers as ECM users and trained better than senior chemistry teachers who do not use ECM. The research findings indicate that (1) ECM components that effectively enhance knowledge of chemistry teachers are curriculum, chemistry content, instructional strategies, professional development, and academic skills. Data were analyzed qualitatively and quantitatively through t-tests and Normalization-Gain.
The research instruments were a questionnaire, form of the analysis lesson plan and observation instructional performance, the items of teacher knowledge and learners' achievement. They consisted of 64 people as an experimental group and 64 people as a control group from different High School.
The sample of learners is chosen randomly. A total of 36 junior chemistry teachers as the experiment group, and 36 senior chemistry teachers as the control group, and were selected by purposive-sampling. This study applied the experimental method with matching only pretest-posttest control group design. This research aim is to reveal the components of Educative Curriculum Material (ECM) and its impacts on the chemistry teachers’ instructional performance and learners’ achievement.