COMPETENCY IMPROVEMENT OF INCLUSIVE ELEMENTARY SCHOOL TEACHERS THROUGH THE MENTORING PROGRAM

Authors

  • Rasmitadila Rasmitadila Elementary School Teacher Education, Universitas Djuanda, Indonesia
  • Megan Asri Humaira Elementary School Teacher Education, Universitas Djuanda, Indonesia
  • Teguh Prasetyo Elementary School Teacher Education, Universitas Djuanda, Indonesia
  • Hanrezi Dhania Hasnin Elementary School Teacher Education, Universitas Djuanda, Indonesia
  • Reza Rachmadtullah Elementary School Teacher Education, Universitas PGRI Adi Buana, Indonesia

DOI:

https://doi.org/10.17501/26307413.2023.6114

Keywords:

pre-and post-test, civil service review, ocal government unit,, community extension

Abstract

Didactic lectures are a widely accepted method of teaching and learning, especially for government employees when the majority had formal schooling more than years ago. Also, due to time constraints and a large amount of material to be covered, providing feedback for examination takers before and after lectures can help inform lecturers about the level of knowledge gained by them and improve the effectiveness of their lectures in the next waves of the CCC-CGCs joint free civil service review program. The study aims to determine the extent of knowledge gained by civil service examination takers through pre-and post-test-based examinations. The original 303 registered participants in the program were deduced to 261 who completed the 8-Saturday Review program and voluntarily took the post-test examination. Parallel tests were given at the beginning and end of the program to assess the effectiveness of the didactic lecture. There is a significant increase in scores after the review session at p≤0.000, it meant that the program helped them increase their receptive power through the pre-and post-lecture knowledge. However, this percentage of scores was not reaching yet the passing score defined by the civil service commission with a mean score of 54% against the national passing standard percentage of 80%. The study looked also at attendance proportion with the p>0.05(p=0.392; n=261) and hence this factor was not related to the scores they got. Results were analyzed through paired t-test and Pearson correlation along with the Shapiro-Wilk p-value of 0.934. This joint project is of great help to the prospective takers of the civil service ommission examination and recommendedcontinuing the project initiated by the City College of Calamba (CCC) supported by the City Government of Calamba (CGC).

Downloads

Download data is not yet available.

References

Anđić, B., Lavicza, Z., Ulbrich, E., Cvjetićanin, S., Petrović, F., & Maričić, M. (2022). Contribution of 3D modelling and printing to learning in primary schools: A case study with visually impaired students from an inclusive Biology classroom. Journal of Biological Education, 1–17.

Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337–1355.

Bovellan, E. (2014). Teachers’ beliefs about learning and language as reflected in their views of teaching materials for Content and Language Integrated Learning (CLIL). Jyväskylä Studies in Humanities, 231.

Bungin, B. (2020). Post-Qualitative Social Research Methods: Kuantitatif-Kualitatif-Mix Methods. Jakarta: Prenadamedia Group.

de Jager, T. (2013). Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 17(1), 80–94.

Dube, B. (2020). Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach. REMIE: Multidisciplinary Journal of Educational Research, 10(2), 135–157.

Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113–126.

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.

Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., Sanetti, L. M., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77.

Gokdere, M. (2012). A Comparative Study of the Attitude, Concern, and Interaction Levels of Elementary School Teachers and Teacher Candidates towards Inclusive Education. Educational Sciences: Theory and Practice, 12(4), 2800–2806.

Humaira, M. A., Rachmadtullah, R., Sesrita, A., Laeli, S., Muhdiyati, I., & Firmansyah, W. (2021). Teacher perceptions of university mentoring programs planning for inclusive elementary schools: A case study in Indonesia. International Journal of Special Education, 36(2), 53–65.

Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning: Effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1–20.

Lesar, S., Benner, S. M., Habel, J., & Coleman, L. (1997). Preparing general education teachers for inclusive settings: A constructivist teacher education program. Teacher Education and Special Education, 20(3), 204–220.

Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers’ strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), 101–122.

Liu, L. (2011). An international graduate student’s ESL learning experience beyond the classroom. TESL Canada Journal, 77–92.

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

Oleson, K. C. (2020). Promoting inclusive classroom dynamics in higher education: A research-based pedagogical guide for faculty. Stylus Publishing, LLC.

Pangrazi, R. P., & Beighle, A. (2019). Dynamic physical education for elementary school children. Human Kinetics Publishers.

Prasetyo, T., Rachmadtullah, R., Samsudin, A., & Aliyyah, R. R. (2021). General Teachers’ Experience of the Brain’s Natural Learning Systems-Based Instructional Approach in Inclusive Classroom. International Journal of Instruction, 14(3), 95–116.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945.

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.

Rasmitadila, R., Megan Asri, H., & Reza, R. (2022). Teachers’ Perceptions of the Role of Universities in Mentoring Programs for Inclusive Elementary Schools: A Case Study in Indonesia. Journal of Education and E-Learning Research, 8(3), 333–339.

Rasmitadila, R., Megan Asri, H., Reza, R., Lala Laila, Z., Euis Mauna, M., & Siti, A. (2022). Adjustment of Inclusive Education Courses with Inclusive Elementary Schools Needs: Part of the University School Collaborative Partnership.

Rasmitadila, R., Rachmadtullah, R., Samsudin, A., Tambunan, A., Khairas, E., & Nurtanto, M. (2020). The Benefits of Implementation of an Instructional Strategy Model Based on the Brain’s Natural Learning Systems in Inclusive Classrooms in Higher Education. International Journal of Emerging Technologies in Learning (IJET), 15(18), 53–72.

Reicher, H. (2010). Building inclusive education on social and emotional learning: Challenges and perspectives–a review. International Journal of Inclusive Education, 14(3), 213–246.

Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452.

Wilson, G. L., & Blednick, J. (2011). Teaching in tandem: Effective co-teaching in the inclusive classroom. ASCD.

Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.

Yilmaz, R. K., & Yeganeh, E. (2021). Who and How Do I Include? A Case Study on Teachers’ Inclusive Education Practices. International Journal of Progressive Education, 17(2), 406–429.

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.

Zwane, S. L., & Malale, M. M. (2018). Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland. African Journal of Disability, 7(1), 1–12.

Downloads

Published

2023-12-02

How to Cite

Rasmitadila, R., Humaira, M. A., Prasetyo, T., Hasnin, H. D., & Rachmadtullah, R. (2023). COMPETENCY IMPROVEMENT OF INCLUSIVE ELEMENTARY SCHOOL TEACHERS THROUGH THE MENTORING PROGRAM. Proceedings of the International Conference on Future of Education, 6(1), 175–184. https://doi.org/10.17501/26307413.2023.6114