Email this article The Effect of The Teachers Inspirational Behavior on The Students Self-Directed Learning
Abstract
Abstract The Effect of The Teachers Inspirational Behavior on The Students Self-Directed Learning. Objectives This study intends to examine the effect of the teachers inspirational behavior on the students’ self-directed learning. Methods The data analysis use a descriptive approach to describe the teachers inspirational behavior and the level of student’s self-directed learning. This study used analysis of variance and regression techniques to examine the relationship between inspirational behavior and self-directed learning. Findings Several indicators of inspirational behavior that have a dominant influence in forming students self-directed learning, namely the ability of teachers to stimulate students, to create an exciting learning atmosphere, to motivate students, to deliver up to date material, and to carry out learning innovatively and creatively. Conclusion This study concludes that the teachers inspirational behavior has a positive effect on the students self-directed learning.
Keywords Inspirational behavior, ability to stimulate, motivation, self-directed learning.
Abstrak Pengaruh Perilaku Inspiratif Guru terhadap Self-Directed Learning Siswa. Tujuan Penelitian ini bermaksud untuk mengkaji pengaruh perilaku inspiratif guru terhadap kemandirian belajar siswa. Metode Teknik analisis data menggunakan pendekatan deskriptif untuk menggambarkan perilaku inspsiratif guru dan tingkat kemandirian belajar siswa. Teknik analisis varian dan regresi digunakan dalam penelitian ini untuk menguji keterkaitan antara berbagai indikator perilaku inspiratif dan berbagai indikator kemandirian belajar. Temuan Beberapa indikator perilaku inspiratif yang berpengaruh dominan dalam membentuk kemandirian belajar para siswa, yaitu kemampuan guru dalam menstimuli para siswa, menciptakan suasana belajar yang menyenangkan, memotivasi para siswa, menyampaikan materi pelajaran yang terbaru, dan melaksanakan pembelajaran inovatif dan kreatif. Kesimpulan Penelitian ini menyimpulkan bahwa perilaku inspiratif guru berpengaruh positip terhadap tumbuhnya kemandirian siswa dalam belajar.
Kata kunci Perilaku inspiratif, kemampuan merangsang, motivasi, pembelajaran mandiri.
Full Text:
PDFReferences
Abrami, R C., Apollonia, S., & Cohen, P. A. (1990) Validity of Student Ratings of Instruction: What We Know and What We Do Not. Journal of Educational Psychology, 82(2), 219-231.
Alang, H.M.S. 2014. Guru Yang Profesional Memiliki Kecerdasan Intelektual, Emosional dan Spritual. Al-Irsyad Al-Nafs, Jurnal Bimbingan Penyuluhan Islam, 1(1), 53-63
Arpanantikul, M., Thanooruk, R. & Chanpuelksa, P. (2006). Self-directed learning readiness, critical thinking skill, and self-esteem in nursing students studying through problem- based learning. Thai Journal of Nursing Research, 10(1), 59-72.
Benson, P. & Voller, P. (1997). Autonomy and independence in language learning. London: Longman
Berk, R.A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17 (1), 48-62
Bonwell, C.C. & Eison, J.A. (1991). Active Learning: Creating Excitement in The Classroom, ASHE-ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development
Burke, R. W., & Nierenberg, I. (1998). In search of the inspirational in teachers and teaching. Journal for a Just and Caring Education, 4(3), 336–54.
Bruns, B. & Luque, J. (2014). Great Teachers How to Raise Student Learning in Latin America and the Caribbean. Washington: International Bank for Reconstruction and Development/The World Bank
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44 (4), 349–362.
Carbonneau, N.; Vallerand, R.J.; Fernet, C.; & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100 (4), 977-987. doi: 10.1037/a0012545
Collins, P. M. (2006). Inspiring high student performance through an integrated philosophy of education. Performance Improvement, 45(8), 31-33
Constantinou, P. (2015). Aiming for Inspiring Teaching. Dalam http://www.pheamerica.org/2015/aiming-for-inspiring-teaching/. Diakses, 2 Mei 2020.
Day, C. (2004). A Passion for Teaching. London and New York: Routledge Falmer.
Dickinson, L. (1995). Autonomy and motivation: A Literature Review, System 23 (2), 165-174
Erwin, J. C. (2010). Inspiring the Best in Students. Alexandria: ASCD.
Eyob, M. (2008). Learner Autonomy in Learning English: Mekelle Atse Yohannes Preparatory School in Focus. Addis Ababa: Addis Ababa University
Fried, R.L. (2001). The Passionate Teacher: A Practical Guide. Boston: Beacon Press.
Garrison, J. & Liston, D. (2004). Teaching, learning, and loving. New York: Teachers College Press.
Gilson, C., Roberts, K., Pratt, M. & Weymes, E. (2002) Peak Performance: Business Lessons from the World's Top Sports Organizations, Harper Collins.
Goe, L.; Bell, C. & Little, O. (June 2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. Washington, DC: National Comprehensive Center for Teaching Quality
Graham, G. (2008). Teaching Children Physical Education: Becoming a Master Teacher.3rd Ed. Champaign, IL: Human Kinetics
Hartikainen, S.; Rintala, H.; Pylvas, L.; Nokelainen, P. (2019). The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education, Educational Science. 2019, 9, 276; doi:10.3390/educsci9040276
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: OUP.
Jahja, Y. (2011). Psikologi Perkembangan. Jakarta: PT Kharisma Putra Utama
Jimaa, S. (2013). Students’ Rating: Is it a Measure of an Effective Teaching or Best Gauge of Learning? Procedia - Social and Behavioral Sciences 83 (2013), 30–34
Liaw, S.H., & Goh, K.L. (2003). Evidence and control of biases in student evaluations of teaching. International Journal of Educational Management, 17 (1), 37-43.
Little, O.; Goe, L.; & Bell, C. (April 2009). A Practical Guide to Evaluating Teacher Effectiveness. Washington, DC: National Comprehensive Center for Teacher Quality
Malison, K & Thammakoranonta,N. (2018). A exploratory study of self-directed learning: The differences between IT and Non-IT employees in Thailand. Journal of Entrepreneurship Education, 21 (3), 1-16.
Marsh, H. W., Rowe, K., & Martin, A. (2002). PhD students’ evaluations of research supervision: Issues, complexities and challenges in a nationwide Australian experiment in benchmarking universities. Journal of Higher Education, 73 (3), 313-348.
Marsh, H. W. (2007). Students’ evaluations of university teaching: A multidimensional perspective, In R. P. Perry & J C. Smart (Ed.), The scholarship of teaching and learning in higher education: An evidence-based perspective, pp.319-384., New York: Springer,
Mart, C.T., (2013). A Passionate Teacher: Teacher Commitment and Dedication to Student Learning. International Journal of Academic Research in Progressive Education and Development, 2 (1), 437-442
McGuey, G., & Moore, L. (2007). The inspirational teacher. Larchmont, NY: Eye On Education.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education 30, 159–167, doi:10.1152/advan.00053.2006
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass
Patterson, C.; Crooks, D.; & Lunyik-Child, O. (2002). A new perspective on competencies for self-directed learning, 41 (1), 25-31
Richards, J. (2004). Enchanting Teachers among Us. Childhood Education, 80(3), 128–133.
Sammons, P., Lindorff, A.M., Ortega, L. and Kington, A. (2016). "Inspiring teaching: learning from exemplary practitioners", Journal of Professional Capital and Community, 1 (2). https://doi.org/10.1108/JPCC-09-2015-0005
Scharle, A. & Szabo, A. (2000). Learner Autonomy A Guide to Developing Learner Responsibility. Cambridge, UK: Cambridge University Press
Scheaffer, Richard L., Mendenhall, William, dan Ott, Lymann. (1995). Elementary Survey Sampling. Boston: PWS-KENT Publ.Co.
Smith, I.H. (2014). The Disruption Model of Inspiration: Toward A General Model of “Being Inspired to Act”. Dissertation. The University of Utah: David Eccles School of Business
Spooren, P & Mortelmans, D. (2006). Teacher professionalism and student evaluation of teaching: Will better teachers receive higher ratings and will better students give higher ratings? Educational Studies, 32(2), 201–214.
Steele, C.F. (2011). Inspired responses. Educational Leadership, 68 (4), 64-68
Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.
Alexandria, VA: Association for Supervision and Curriculum Development
Thrash, T. M., & Elliot, A. J. (2004). Inspiration: Core characteristics, component processes, antecedents, and function. Journal of Personality and Social Psychology, 87, 957-973.
Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of Personality and Social Psychology, 84, 871-889.
Thrash, T. M., Elliot. A. J., Maruskin, L. A., & Cassidy, S. E. (2010a). Inspiration and the promotion of well-being: Tests of causality and mediation. Journal of Personality and Social Psychology, 98, 488-506.
Thrash, T. M., Maruskin, L. A., Cassidy, S. E., Fryer, J. W., & Ryan, R. M. (2010b). Mediating between the muse and the masses: Inspiration and the actualization of creative ideas. Journal of Personality and Social Psychology, 98, 469-487.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall International.
Williams, B. & Brown, T. (2013). A confirmatory factor analysis of the self-directed learning readiness scale. Nursing & Health Sciences, 15(4), 430-436.
Yeoh, S.F., Ho, J.S.Y. & Chan, B.Y.F. (2012). Student evaluation of lecturer performance among private university students. Canadian Social Science, 8(4), 238-243
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.