KETERAMPILAN MENGAJAR CALON GURU SD DI SD SANTO PETRUS MEDAN
DOI:
https://doi.org/10.23969/jp.v9i4.19250Keywords:
teaching skills, prospective elementary school teachersAbstract
This study aims to evaluate the teaching skills of prospective elementary school teachers at Santo Petrus Elementary School Medan through an approach that includes data collection techniques in the form of questionnaires, observations, and interviews. The assessment of teaching skills includes preliminary, core, and closing activities in learning, which are associated with learning theories from experts such as John Dewey, Abraham Maslow, Robert Gagné, Piaget, Vygotsky, Bruner, and others. The results of the study showed that the teaching skills of six prospective teachers had an average score of 91.97, with several superior aspects, such as student motivation and mastery of the material. However, several areas such as the use of learning media and student interaction still need improvement. This study emphasizes the importance of applying modern learning theories to create a more holistic and meaningful learning experience for students.Downloads
References
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart, and Winston.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Longmans, Green.
Bruner, J. S. (1960). The Process of Education. Harvard University Press.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Erikson, E. H. (1968). Identity: Youth and Crisis. Norton & Company.
Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). Teachers College Press.
Gagné, R. M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). Holt, Rinehart, and Winston.
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: Theory and Practice, 8(3), 381-391.
Hunter, M. (1982). Mastery Teaching. El Segundo: TIP Publications.
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It's Here to Stay. Corwin Press.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching (9th ed.). Pearson Education.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Kounin, J. S. (1970). Discipline and Group Management in Classrooms. Holt, Rinehart & Winston.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Penguin Books.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
