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Abstract
Background: Guru selain berkewajiban menyampaikan ilmu pengetahuan kepada siswa, mereka juga berkewajiban mengembangkan ilmu pengetahuan melalui penelitian. Kegiatan penelitian ini juga penting dalam mengembangkan profesionalisme mereka. Kegiatan pengabdian ini bertujuan untuk memberikan pelatihan penulisan publikasi ilmiah guru di SMP Aisyiyah Muhammadiyah 3 Malang. Metode: Mitra kegiatan pengabdian adalah guru di SMP Aisyiyah Muhammadiyah 3 Malang yang berjumlah 14 orang. Metode pelaksanaan dilakukan dengan cara sosialisasi program, pemberian materi, dan pendampingan penulisan proposal. Pengambilan data dilakukan dengan survey dan observasi. Hasil: Kegiatan pengabdian menghasilkan lima topik penelitian tindakan kelas dan satu proposal yang sudah dilengkapi dengan instrumennya. Hanya 7,1% dari guru di sekolah mitra yang bisa menghasilkan proposal penelitian (PTK). Kesimpulan: Hasil kegiatan ini masih sangat rendah dari target program, sehingga kegiatan pengabdian akan terus berlanjut untuk mendukung para guru di SMP Aisyiyah Muhammadiyah 3 Malang agar bisa menghasilkan publikasi ilmiah.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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References
Albergaria-Almeida, P. (2010). Classroom questioning: Teachers' perceptions and practices. Procedia - Social and Behavioral Sciences, 2(2), 305–309. https://doi.org/10.1016/j.sbspro.2010.03.015
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
Dailey, D., & Robinson, A. (2017). Improving and sustaining elementary teachers' science teaching perceptions and process skills: A postintervention study. Journal of Science Teacher Education, 28(2), 169–185. https://doi.org/10.1080/1046560X.2016.1277601
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates' evaluation of scientific information and arguments. CBE Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026
Gray, C. (2013). Bridging the teacher/researcher divide: Master's-level work in initial teacher education. European Journal of Teacher Education, 36(1), 24–38. https://doi.org/10.1080/02619768.2012.682648
Gray, K., Elliott, K., & Wale, J. (2013). A community education initiative to improve using online health information: Participation and impact. Informatics for Health and Social Care, 38(3), 171–181. https://doi.org/10.3109/17538157.2012.705201
Pratama, L. D., Lestari, W., & Astutik, I. (2020). Efektifitas penggunaan media edutainment di tengah pandemi Covid-19. AKSIOMA: Jurnal Program Studi Pendidikan Matematika. https://doi.org/10.24127/ajpm.v9i2.2783
Ramdhani, N., Ancok, D., Swasono, Y., & Suryanto, P. (2012). Teacher quality improvement program: Empowering teachers to increasing a quality of Indonesian's education. Procedia - Social and Behavioral Sciences, 69, 1836–1841. https://doi.org/10.1016/j.sbspro.2012.12.134
Ryan, M., Taylor, M., Barone, A., Della Pesca, L., Durgana, S., Ostrowski, K., Piccirillo, T., & Pikaard, K. (2017). Teacher as Researcher, Teacher as Scholar, and Teacher as Leader. New Educator, 13(2), 102–116. https://doi.org/10.1080/1547688X.2016.1144120
Sajidan, S. (2010). Pengembangan profesionalisme guru dan dosen melalui sertifikasi. Jurnal Ilmiah Spirit, 10(2). https://doi.org/10.36728/JIS.V10I2.32
Shahali, E. H. M., & Halim, L. (2010). Development and validation of a test of integrated science process skills. Procedia - Social and Behavioral Sciences, 9, 142–146. https://doi.org/10.1016/j.sbspro.2010.12.127
Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2011). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy.' Assessment & Evaluation in Higher Education, 38(June 2015), 1–17.
Souto-Manning, M., & Bean-Folkes, J. (2011). Teacher as Researcher: The "Why” behind Teacher Research. Childhood Education, 87(5), 357–360. https://doi.org/10.1080/00094056.2011.10523213
Vogrinc, J., & Zuljan, M. V. (2009). Action research in schools - An important factor in teachers' professional development. Educational Studies, 35(1), 53–63. https://doi.org/10.1080/03055690802470399
Yin, X., & Buck, G. A. (2019). Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education, 80, 27–38. https://doi.org/10.1016/j.tate.2018.12.018
Zhang, L. (2017). Analysis on the role and functions of teachers, teaching materials and learners in the multimedia-aided English classroom-based on the study of Linfen No.1 Senior School. Theory and Practice in Language Studies, 7(11), 1132–1138. https://doi.org/10.17507/tpls.0711.24