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dc.contributor.authorSiti Nurul Azkiyahid
dc.date.accessioned2019-02-06T07:04:55Z-
dc.date.available2019-02-06T07:04:55Z-
dc.date.issued2016-
dc.identifier.isbn978-602-6804-08-2-
dc.identifier.urihttp://repository.uinjkt.ac.id/dspace/handle/123456789/43738-
dc.description.abstractThis study investigated the difficulty level of numerous teaching skills included in the classroom factors of the Dynamic Model of Educational Effectiveness Research. These teaching skills are represented in eight classroom factors i.e. Orientation, Structuring, Modeling, Application, Questioning, Assessment, Creating Classroom as a Learning Environment, and Time Management. Teacher has been found to be the most important actor in education and therefore it is important to find effective ways of improving teaching quality. Understanding the difficulty level of each teaching skill can serve as a basis to develop a better teacher development program. In this study, classroom observation was conducted to 59 English teachers from Banten and DKI. The Rasch Model was used to analyze the data to check the difficulty level of each teaching skill. In average, among the eight classroom factors of the Dynamic Model, Orientation, Structuring, Modeling, and Application were the most difficult teaching skills. This finding provides important foundation on what to prioritize in a teacher development program. Keywords: teacher quality, teaching skills, teacher development programid
dc.language.isoen_USid
dc.publisherFakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakartaid
dc.titleInvestigating the difficulty level of teaching skills included in the dynamic model of educational effectiveness researchid
dc.typeOtherid
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