ࡱ > j m a b c d e f g h i k 0 s bjbj [f[f ] $ $ n2 n2 3 3 3 3 3 3 8 3 , 5 3 rq 6 8 : 8 8 J9 D D D p p p p p p p $ ht w p Q 3 D C D " D D p n2 n2 8 J9 ,q Q Q Q D n2 8 3 J9 p Q D p Q Q 6 i B3 T k J9 ;q L j p Bq 0 rq !j w M w 8 k k 8 w 3 l D D Q D D D D D p p NP B D D D rq D D D D w D D D D D D D D D $ X 41 : 8 Model of Teacher Student Interaction Based on Students Uniqueness in Elementary School (Benchmarking to Sto. Rosario Montessori School Philippine) Istiningsih UIN Sunan kalijaga Yogyakarta, Indonesia HYPERLINK "mailto:istiningsih@uin-suka.ac.id" istiningsih@uin-suka.ac.id Na'imah UIN Sunan kalijaga Yogyakarta, Indonesia na'imah@uin-suka.ac.id Mohamad Agung Rokhimawan UIN Sunan kalijaga Yogyakarta, Indonesia HYPERLINK "mailto:mohamad.rokhimawan@uin-suka.ac.id" mohamad.rokhimawan@uin-suka.ac.id Abstract The uniqueness of learning in SD in Sto. Rosario Montessori School Philippines Using the k-12 curriculum, by imitating the United States model, namely the Cooperative Learning model and the Communicative Learning approach. The purpose of this study is to design a teacher-student interaction model for basic education in Indonesia. This model is designed with the benchmarking Sto. Rosario Montessori School, Philippines. This research approach uses a qualitative approach. With the research method of level 1 R&D studies. Then qualitative data processing and data analysis were carried out. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. The result of this research is the design of the teacher-student interaction model for elementary school students which contains the philosophy, concepts, mechanisms and general guidelines for the application of the model. The model in this study uses cooperative learning and communicative learning. (1) The philosophy of the model students are unique creatures; (2) The concept of the model: cases, individual conditions of students and solving cases faced by students; (3) The model mechanism: (a) Mapping of students' conditions; (b) Teacher training on leadership patterns; (c) The teacher classifies the students' condition; (d) implementation of teaching and learning; (4) General instructions for implementing the designed model. Keywords: Model of Teacher Student; Students Uniqueness Abstrak Keunikan pembelajaran di SD di Sto. Rosario Montessori School Philippines Menggunakan kurikulum k-12, dengan meniru model Amerika Serikat yaitu model Pembelajaran Kooperatif dan pendekatan Pembelajaran Komunikatif. Tujuan dari penelitian ini adalah untuk merancang model interaksi guru-siswa untuk pendidikan dasar di Indonesia. Model ini dirancang dengan benchmarking Sto. Sekolah Rosario Montessori, Filipina. Pendekatan penelitian ini menggunakan pendekatan kualitatif. Dengan metode penelitian studi R&D tingkat 1. Maka dilakukan pengolahan data dan analisis data secara kualitatif. Analisis data memberikan makna terhadap data observasi, wawancara, dokumentasi, dan studi pustaka yang telah dikumpulkan sehingga mendapatkan makna yang sangat penting dalam suatu penelitian. Menganalisis data kualitatif dapat dilakukan dengan cara mereduksi data, display data, dan kesimpulan data. Hasil dari penelitian ini adalah rancangan model interaksi guru-siswa untuk siswa sekolah dasar yang memuat filosofi, konsep, mekanisme dan petunjuk umum penerapan model tersebut. Model dalam penelitian ini menggunakan cooperative learning dan communicative learning. (1) Filosofi model siswa adalah makhluk yang unik; (2) Konsep model: kasus, kondisi individu siswa dan penyelesaian kasus yang dihadapi siswa; (3) Mekanisme model: (a) Pemetaan kondisi siswa; (b) Pelatihan guru tentang pola kepemimpinan; (c) Guru mengelompokkan kondisi siswa; (d) pelaksanaan belajar-mengajar; (4) Petunjuk umum untuk menerapkan model yang dirancang. Kata kunci: Model GuruSiswa; Keunikan Siswa INTRODUCTION One of the most common problems faced by teachers is a passive class ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2715-6664","abstract":"Penelitian yang berjudul Kendala yang dihadapi Guru dalam Proses Belajar Mengajar Matematika di SD Negeri Gani Kabupaten Aceh Besar ini mengangkat masalah apa saja kendala yang dihadapi guru-guru SD Negeri Gani Kabupaten Aceh Besar dalam mengajar matematika. Dalam pelaksanaan pengajaran matematika di tingkat sekolah dasar guru-guru yang mengajar mata pelajaran matematika dituntut mampu menguasai materi matematika secara baik dan benar, menguasai metode-metode mengajar, mampu menggunakan alat peraga untuk mempercepat pemahaman siswa terhadap konsep yang dimaksudkan dan dapat mengelola kelas dengan baik sehingga tercipta suasana belajar yang nyaman. Penelitian ini bertujuan untuk mengetahui kendala yang dihadapi guru dalam mengajar matematika di SD Negeri Gani Kabupaten Aceh Besar. Populasi dalam penelitian ini adalah seluruh guru matematika di SD Negeri Gani Kabupaten Aceh Besar yang berjumlah 10 orang yaitu guru matematika kelas I1, I 2, II1, II2, III, IV1, IV2, V1, V2 dan VI di SD Negeri Gani Kabupaten Aceh Besar. Dari seluruh populasi peneliti mengambil keseluruhannya menjadi sampel dalam penelitian ini. Teknik pengumpulan data dilakukan dengan mengadakan observasi, angket dan wawancara. Teknik pengolahan data adalah dengan menganalisis semua data yang diperoleh selama penelitian, data-data angket ditabulasikan kemudian mengambil kesimpulan umum berdasarkan jawaban yang terbanyak. Dalam hal ini analisis data menggunakan rumus presentase Dari hasil analisis menunjukkan bahwa sebagian guru yang mengajar matematika di SD Negeri Gani Kabupaten Aceh Besar mengalami kesulitan dalam pelaksanaan pengajaran matematika, diantaranya disebabkan karena guru kurang memiliki wawasan luas tentang materi matematika, kurang media pembelajaran dan sulitnya guru dalam mengelola kelas karena jumlah siswa terlalu banyak dalam satu kelas. iv","author":[{"dropping-particle":"","family":"Hasan","given":"Hasmiana","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Jurnal Pesona Dasar","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2015","10","5"]]},"page":"40-51","title":"Kendala yang Dihadapi Guru dalam Proses Belajar Mengajar Matematika di SD Negeri Gani Kabupaten Aceh Besar","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=f3527ab5-7d0f-3d8f-a1b4-baf2dbd507c8"]}],"mendeley":{"formattedCitation":"(Hasan, 2015)","plainTextFormattedCitation":"(Hasan, 2015)","previouslyFormattedCitation":"(Hasan, 2015)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Hasan, 2015), where students tend to avoid interaction with the teacher ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.24090/insania.v25i1.3651","ISSN":"1410-0053","abstract":"ABSTRAK\r Penelitian ini bertujuan untuk menganalisis relasi antara pemikiran Imam Al-Ghazali dan Ivan Pavlov dalam membentuk perilaku peserta didik dengan jalan pembiasaan. Dalam penelitian ini mengambil dua tokoh: Pertama Imam Al-Ghazali yang merupakan salah satu tokoh sufistik dengan menggunakan konsep riyadhoh dan dijuluki sebagai hujjatul Islam, Kedua Ivan Patrovich Pavlov yang merupakan salah satu tokoh teori belajar behavioristik dengan menggunakan konsep clasical conditioning dan dijuluki sebagai bapak teori behavioristik. Penelitian yang digunakan adalah library reseach dengan berpedoman pada buku-buku dari kedua tokoh tersebut. Pendekatan filosofis-historis dan content analisys menjadi acuan dalam memberikan penjelasan hasil data yang ditemukan. Hasil dari penelitian ini menunjukkan bahwa dengan menempuh jalan pembiasaan akan dapat memberikan perubahan pada tingkah laku seseor a n g . P e m b i a s a n d i l a k u k a n m e l a l u i t i g a t a h a p a n y a i t u t a k h a l l i ( u n c o n d i t i o n i n g s t i m u l u s ) , t a h a l l i ( c o n d i t i o n i n g s t i m u l u s ) , d a n t a j a l l i ( c o n d i t i o n i n g r e s p o n s ) u n t u k d a p a t m e r e f l e k s i k a n p e r i l a k u y a n g b a i k m e n j a d i s e b u a h h a b i t s y a n g h a i "!a h d a l a m d i r i p e s e r t a d i d i k . " , " a u t h o r " : [ { " d r o p p i n g - p a r t i c l e " : " " , " f a m i l y " : " N a s u t i o n " , " g i v e n " : " U m a r u d d i n " , " n o n - d r o p p i n g - p a r t i c l e " : " " , " p a r s e - n a m e s " : f a l s e , " s u f f i x " : " " } , { " d r o p p i n g - p a r t i c l e " : " " , " f a m i l y " : " C a s m i n i " , " g i v e n " : " C a s m i n i " , " n o n - d r o p p i n g - p a r t i c l e " : " " , " p a r s e - n a m e s " : f a l s e , " s u f f ix":""}],"container-title":"INSANIA : Jurnal Pemikiran Alternatif Kependidikan","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2020"]]},"page":"103-113","title":"Integrasi Pemikiran Imam Al-Ghazali & Ivan Pavlov Dalam Membentuk Prilaku Peserta Didik","type":"article-journal","volume":"25"},"uris":["http://www.mendeley.com/documents/?uuid=2ed55a17-942c-4130-ab69-424451015405"]}],"mendeley":{"formattedCitation":"(Nasution & Casmini, 2020)","plainTextFormattedCitation":"(Nasution & Casmini, 2020)","previouslyFormattedCitation":"(Nasution & Casmini, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Nasution & Casmini, 2020). Teachers' efforts to be able to interact effectively with students in the classroom must use an active learning model ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.21580/nw.2013.7.2.563","ISSN":"1979-1739","abstract":"The learning process in higher education can use constructivist learning strategies for activeness and creativity of students. This study aimed to describe the integration of active learning and internet-based learning and to explain the factors supporting and inhibiting. From the observation data, interviews and documentation of the 31 students of the Department of TeacherEducation for Islamic Primary Education (PGMI) and the lecturer of STAIN Ponorogo can be seen that the integration of active learning and Internetbased learning can enhance the activeness and creativity of student learning in the course. Factors supporting this result are the application of learningstrategies, giving clear guidance, student learning motivation high and the availability of learning facilities and infrastructure. The factors that inhibit is the limited time, the dominance of smart students and unpreparedness of students receiving new material.AbstrakProses pembelajaran di perguruan tinggi dapat menggunakan strategi pembelajaran konstruktivistik untuk keaktifan dan kreativitas mahasiswa. Penelitian ini ditujukan untuk mendeskripsikan integrasi active learning daninternet-based learning untuk menjelaskan faktor pendukung dan penghambatnya. Dari data observasi, interview dan dokumentasi terhadap 31 mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) dan dosen STAIN Ponorogo dapat diketahui bahwa integrasi active learning dan internet-based learning dapat meningkatkan keaktifan dan kreativitasbelajar mahasiswa di program studi tersebut. Faktor yang mendukung hasil ini adalah penerapan strategi pembelajaran, pemberian pengarahan yang jelas, motivasi belajar mahasiswa yang tinggi dan tersedianya sarana dan prasarana pembelajaran. Adapun faktor yang menghambat adalahketerbatasan waktu, dominasi mahasiswa pintar dan ketidaksiapan mahasiswa menerima materi baru.","author":[{"dropping-particle":"","family":"Effendi","given":"Mukhlison","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Nadwa: Jurnal Pendidikan Islam","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2016"]]},"page":"283-309","title":"Integrasi Pembelajaran Active Learning dan Internet-Based Learning dalam Meningkatkan Keaktifan dan Kreativitas Belajar","type":"article-journal","volume":"7"},"uris":["http://www.mendeley.com/documents/?uuid=061d23e7-708f-4673-86eb-e890c3d83ad1"]},{"id":"ITEM-2","itemData":{"DOI":"10.30863/didaktika.v11i2.168","ISSN":"1978-0214","abstract":"This research shows that the importance of the teacher creativity through learning style in improving the students performance learning outcomes.The teacher as profesionals in the field of education, in addition to understand philosophical and conceptual matters, and to know and implement technical matters. There are some technical matters especially the activity of managing and implementing of teaching and learning interaction. In the managing activity of teaching and learning interaction, the teacher as much as possible to facilitate the students to gain the learning experienc. It can be realized with the creativity of teachers (held a variety of teaching and use media) in using the model of learning, so that with the creativity of teachers can improve student learning outcomes.","author":[{"dropping-particle":"","family":"Abidin","given":"Andi Mustika","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Didaktika","id":"ITEM-2","issue":"2","issued":{"date-parts":[["2019"]]},"page":"225","title":"Kreativitas Guru Menggunakan Model Pembelajaran Dalam Meningkatkan Hasil Belajar Siswa","type":"article-journal","volume":"11"},"uris":["http://www.mendeley.com/documents/?uuid=a6dc172a-6ae2-4769-b08a-5abfda6e90ef"]},{"id":"ITEM-3","itemData":{"DOI":"10.30998/formatif.v3i1.108","ISSN":"2088-351X","abstract":"
Human beings as social creatures need cooperative with others due to their independencies. It means that cooperative is needed by all the people. Recently, some of the problems in education are the students cooperative is still not optimal and the low point of students achievement in the learning process. In cooperative learning, one of the methods is Think Pair Share method that can improve the students achievement. This method is focused on student-center that allows students to think independently forming ideas of their own then they are grouped in pairs to discuss their thoughts and train their social interaction to articulate their ideas and to consider those of others. Improving the students teamwork in cooperative learning through Think Pair Share habitually will achieve the purpose of studying.
Interaction that occurs in the classroom involves interaction between the teacher and students as well as students and students. One form of class interaction is communication. Communication that is continuously intertwined can also form relationships. A comfortable and pleasant classroom atmosphere is a hope for all class members so that learning objectives can be achieved and can form the class as a shalom community. During the practicum, the writer found that there was no interaction between grade 10 science-track students due to students' individualist attitudes. The teacher as an artist strives and plays a role in creating a pleasant classroom atmosphere through innovative learning methods. Therefore, the writing of this writing aims to find out if the method of learning while playing can build student interaction. The method of learning while playing is one of the innovative, creative, and beneficial learning methods used to increase student interaction and support the achievement of learning objectives. Based on the results of a survey of grade 10 science-track students and mentor feedback, the method of learning while playing using the \"Snakes and Ladders\" game was proven to be able to increase interaction and relationships between students. However, to see an increase in student interaction consistently, it cannot be measured through one application, but requires a longer time or process. In its application, the teacher also needs to pay attention to the types of educational games used to apply the learning method while playing.
BAHASA INDONESIA ABSTRACT: Interaksi yang yang terjadi di dalam kelas melibatkan interaksi antara guru dan siswa maupun siswa dengan siswa. Salah satu bentuk interaksi kelas yaitu adanya komunikasi. Komunikasi yang secara terus menerus terjalin juga dapat membentuk relasi. Suasana kelas yang nyaman dan menyenangkan menjadi harapan bagi seluruh anggota kelas agar tujuan pembelajaran dapat tercapai serta dapat membentuk kelas sebagai komunitas shalom. Dalam masa praktikumnya, penulis mendapati tidak adanya interaksi yang terjalin di antara siswa kelas X-IPA disebabkan oleh sikap individualis siswa. Guru sebagai seorang seniman berupaya dan berperan untuk menciptakan suasana kelas yang menyenangkan melalui metode pembelajaran yang inovatif. Oleh sebab itu, tulisan ini bertujuan untuk mengetahui bahwa metode belajar sambil bermain dapat membangun interaksi siswa. Metode belajar sambil berm","author":[{"dropping-particle":"","family":"Rosarian","given":"Ananda Wini","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Dirgantoro","given":"Kurnia Putri Sepdikasari","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"JOHME: Journal of Holistic Mathematics Education","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2020"]]},"page":"146","title":"Upaya Guru Dalam Membangun Interaksi Siswa Melalui Metode Belajar Sambil Bermain [Teacher'S Efforts in Building Student Interaction Using a Game Based Learning Method]","type":"article-journal","volume":"3"},"uris":["http://www.mendeley.com/documents/?uuid=fc0638fc-0015-422b-a471-c38f701673e5"]},{"id":"ITEM-2","itemData":{"DOI":"10.1187/CBE.13-10-0201","ISSN":"19317913","PMID":"26086656","abstract":"Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a \"lecture\" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. 2014 D. L. Linton et al.","author":[{"dropping-particle":"","family":"Linton","given":"Debra L.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Farmer","given":"Jan Keith","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Peterson","given":"Ernie","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"CBE Life Sciences Education","id":"ITEM-2","issue":"2","issued":{"date-parts":[["2014","6","2"]]},"page":"243","publisher":"American Society for Cell Biology","title":"Is Peer Interaction Necessary for Optimal Active Learning?","type":"article-journal","volume":"13"},"uris":["http://www.mendeley.com/documents/?uuid=ca82a346-abbd-38af-86af-1b211d4a632b"]},{"id":"ITEM-3","itemData":{"abstract":"This paper focuses on one of the most significant challenges in distance learning, the student-to-student interaction issue, by studying the interaction experiences of a group of students who have had a distance education experience. It addresses questions such as the current status of student interactions, the students' perceptions of such interactions, and the pattern emerged from such interaction behaviors. Using a phenomenological method, this study found out that the student interaction phenomenon in distance education was intertwined with many factors and themes. In order to foster an interactive learning community and encourage student interactions, all of the administrators, faculty, and staff in a distance education program need to collaborate with each other at an institutional level.","author":[{"dropping-particle":"","family":"Liu","given":"Sunny","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Online Journal of Distance Learning Administration","id":"ITEM-3","issue":"1","issued":{"date-parts":[["2008"]]},"publisher":"University of West Georgia Distance and Distributed Education Center","title":"Student Interaction Experiences in Distance Learning Courses: A Phenomenological Study","type":"article-journal","volume":"11"},"uris":["http://www.mendeley.com/documents/?uuid=c3450b08-8f70-31a2-9f1f-af0ab1029a3c"]},{"id":"ITEM-4","itemData":{"author":[{"dropping-particle":"","family":"Fitri","given":"Ainun","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Jafar","given":"Muh. Idris","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sudirman","given":"","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Pendidikan & Pembelajaran Sekolah Dasar","id":"ITEM-4","issue":"2","issued":{"date-parts":[["2021"]]},"page":"198-205","title":"Hubungan Interaksi Sosial dengan Prestasi Belajar IPS Ssiswa Kelas IV SD","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=7938de53-c407-425a-9b5e-4099ebe08469"]}],"mendeley":{"formattedCitation":"(Fitri et al., 2021; Linton et al., 2014; Liu, 2008; Rosarian & Dirgantoro, 2020)","plainTextFormattedCitation":"(Fitri et al., 2021; Linton et al., 2014; Liu, 2008; Rosarian & Dirgantoro, 2020)","previouslyFormattedCitation":"(Fitri et al., 2021; Linton et al., 2014; Liu, 2008; Rosarian & Dirgantoro, 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Fitri et al., 2021; Linton et al., 2014; Liu, 2008; Rosarian & Dirgantoro, 2020). The teacher also received feedback regarding whether the material was acceptable to students or not. Therefore, before explaining the material, a teacher should listen to students' experiences so that they can be applied in learning methods. In learning activities between teachers and students, there must be interaction. As a teacher, you know what you should do to create a suitable learning environment for educators who can lead students to their goals ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1186/S40594-018-0131-6/FIGURES/2","ISSN":"21967822","abstract":"Background: Students and teachers in twenty-first century STEM classrooms face significant challenges in preparing for post-secondary education, career, and citizenship. Educators have advocated for student-centered instruction as a way to face these challenges, with multiple programs emerging to shape and define such contexts. However, the ways to support teachers as they transition into non-traditional teaching must be developed. The purpose of this study is to explore the impacts on educators of teaching in student-centered, peer-mediated STEM classrooms and preparing student peer leaders for their roles in these classes. Research questions examined how teachers think about themselves as they implement student-centered pedagogy, the difficulties they face as their roles and identities shift, and the ways they grow or resist growth. Qualitative research conducted at two urban secondary schools documents the diverse experiences and responses of teachers in an innovative, student-centered STEM instructional program. The experiences and perceptions of 13 STEM teachers illuminate the possibilities and challenges for teachers in student-centered classrooms. Results: All participating teachers described multiple benefits of teaching in a student-centered classroom and differences from traditional classrooms. Their transitions to this type of teaching fell into three major categories based upon past identities and current beliefs. Some teachers found the pedagogy consistent with preexisting identities and embraced it without radical change to their concepts of teaching. They described ways in which the model helped them become the teachers they had always wanted to be. Other teachers, who initially identified as deliverers of STEM content, had more difficult experiences adjusting to student-centered instruction. In one case, a teacher resisted change and exited the program, maintaining her identity and deciding not to become student-centered. Other participating teachers made dramatic shifts in their identities in order to implement the program. These teachers described significant learning curves as they shared responsibility for student learning with student leaders. Conclusions: This study suggests that radically changing the learning environment can affect teachers identities and their approaches to teaching in predictable ways that can inform teacher education and professional development programs for STEM teachers, maximizing the success of teachers a","author":[{"dropping-particle":"","family":"Keiler","given":"Leslie S.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of STEM Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018","12","1"]]},"page":"1-20","publisher":"Springer","title":"Teachers roles and identities in student-centered classrooms","type":"article-journal","volume":"5"},"uris":["http://www.mendeley.com/documents/?uuid=c9db2a88-6f3a-34b5-b9a1-260579c32b71"]},{"id":"ITEM-2","itemData":{"DOI":"10.1186/S41039-018-0078-8/TABLES/2","ISSN":"17937078","abstract":"Technology is being increasingly integrated into teaching environments in view of enhancing students engagement and motivation. In particular, game-based student response systems have been found to foster students engagement, enhance classroom dynamics and improve overall students learning experience. This article presents outcomes of research that examined students experience using a game-based student response system, Kahoot!, in an Information Systems Strategy and Governance course at a research-intensive teaching university in New Zealand. We conducted semi-structured interviews with students to learn about the extent to which Kahoot! influence classroom dynamics, motivation and students learning process. Key findings revealed that Kahoot! enriched the quality of student learning in the classroom, with the highest influence reported on classroom dynamics, engagement, motivation and improved learning experience. Our findings also suggest that the use of educational games in the classroom is likely to minimise distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students enhanced learning included the creation and integration of appropriate content in Kahoot!, providing students with timely feedback, and game-play (gamification) strategies.","author":[{"dropping-particle":"","family":"Licorish","given":"Sherlock A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Owen","given":"Helen E.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Daniel","given":"Ben","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"George","given":"Jade Li","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Research and Practice in Technology Enhanced Learning","id":"ITEM-2","issue":"1","issued":{"date-parts":[["2018","12","1"]]},"page":"1-23","publisher":"Springer","title":"Students perception of Kahoot!s influence on teaching and learning","type":"article-journal","volume":"13"},"uris":["http://www.mendeley.com/documents/?uuid=4692d1bb-d300-3545-8d40-a4d77bb25118"]}],"mendeley":{"formattedCitation":"(Keiler, 2018; Licorish et al., 2018)","plainTextFormattedCitation":"(Keiler, 2018; Licorish et al., 2018)","previouslyFormattedCitation":"(Keiler, 2018; Licorish et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Keiler, 2018; Licorish et al., 2018). The teacher's task as an educator is to try to create an exciting and fun learning atmosphere for students. Teachers as educators do not dominate activities but help create conducive conditions and provide motivation and guidance so that students can develop their potential and creativity through teaching and learning interactions ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.29333/aje.2019.426a","abstract":"This research is a preliminary study that aims to find out how the learning process is implemented in the classroom and how the students' learning motivation. The method used in this research is qualitative research method. Methods of data collection in the form of observation and interview. The results of observations made with elementary school teachers in Purbalingga, Indonesia found that in the learning of teachers using lecture methods and learning resources used were books. The use of lecture methods in the learning process does not attract students so students do not understand the material presented and student learning motivation decreased. In addition, students are also more interested in chatting with the classmate, daydreaming, and busy by themselves. Learning resources are always used is a book, where the delivery of all material comes from the book so that students quickly get bored and difficult to understand the material. Interview results make students more interested in the learning process using media other than books. Therefore, another alternative in the learning process is needed to improve students' learning motivation. One alternative is to utilize technology as a medium in the learning process.","author":[{"dropping-particle":"","family":"Puspitarini","given":"Yanuari Dwi","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hanif","given":"Muhammad","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Anatolian Journal of Education","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"53","title":"Using Learning Media to Increase Learning Motivation in Elementary School","type":"article-journal","volume":"4"},"uris":["http://www.mendeley.com/documents/?uuid=c3fd7531-f5f3-37c2-9ff3-ef2def42cfb7"]}],"mendeley":{"formattedCitation":"(Puspitarini & Hanif, 2019)","plainTextFormattedCitation":"(Puspitarini & Hanif, 2019)","previouslyFormattedCitation":"(Puspitarini & Hanif, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Puspitarini & Hanif, 2019). Problems that arise in the learning process are caused by the lack of communication between teachers and students and students with other students, so the interaction process occurs in a vacuum. Teachers are also expected to guide and assist students. Some learning problems that need to be overcome: (a) Lack of student motivation to learn or participate in learning, (b) more and more students are truant during class hours, (c) fights between students, (d) low student achievement, (e) low ethics and manners. A growing body of theoretical support and empirical research suggests that the ability to detect effective interactions in a teaching context may be an essential precursor to consistently demonstrating these skills in the classroom ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/680353","ISSN":"15548279","abstract":"Contemporary education reforms focus on assessing teachers performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers classroom performance promote schools ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for teacher training and preparation that contributes to improved student performance. This article summarizes the theoretical and empirical support for a direct assessment of teachers skill in detecting and identifying effective classroom interactionsthe Video Assessment of Interaction and Learning (VAIL). Findings from a study of 270 preschool teachers suggest that the VAIL reliably measures teachers interaction detection and identification skills. Teachers who can accurately detect effective interactions on video exemplars tend to have more years of education and display more effective interactions with the students in their classroom. Findings are discussed in terms of the implications for teacher selection, preparation, and training.","author":[{"dropping-particle":"","family":"Jamil","given":"Faiza M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sabol","given":"Terri J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Hamre","given":"Bridget K.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Pianta","given":"Robert C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journal","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2015"]]},"page":"407-432","title":"Assessing teachers skills in detecting and identifying effective interactions in the classroom: Theory and measurement","type":"article-journal","volume":"115"},"uris":["http://www.mendeley.com/documents/?uuid=b2a16d07-890d-4fff-9366-c1c2f2731720"]}],"mendeley":{"formattedCitation":"(Jamil et al., 2015)","plainTextFormattedCitation":"(Jamil et al., 2015)","previouslyFormattedCitation":"(Jamil et al., 2015)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Jamil et al., 2015). The implementation plan of the Lessons carried out in Sto. Rosario Montessori School Philippine's RPP components are very simple, not detailed as in Indonesia. The implementation of learning is the same as in Indonesia starting from the introduction, core, and closing. Regarding learning media, the material is visualized in a more real or concrete form, so that it can convey information messages and foster stimulation of students' thoughts, feelings, attention, and interest in learning. In terms of learning analysis, there are affective, cognitive, and psychomotor aspects ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Salekha","given":"Rakhma Diah","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Setianingsih","given":"Eka Sari","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Priyanto","given":"Wawan","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Praniti","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2021"]]},"page":"86-91","title":"Studi Komparasi Pembelajaran Kelas V Sd N Sojomerto 01 Kabupaten Batang-Indonesia Dan Feu Roosevelt College .Inc Marikina Metro Manila-Filipina","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=0f83e119-df1d-41e5-9339-6e5d9162f036"]}],"mendeley":{"formattedCitation":"(Salekha et al., 2021)","plainTextFormattedCitation":"(Salekha et al., 2021)","previouslyFormattedCitation":"(Salekha et al., 2021)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Salekha et al., 2021). According to Wentzel, K. R. (2009), previous research found that there was a significant relationship between (1) positive interaction with teacher-student relationship; (2) the positive interaction relationship between teacher-students as well as social and academic relationships in schools; (3) The teacher-student relationship is related to motivation. Teacher-student communication relationship is significant with clarity and consistency can be done by building interpersonal relationships based on trust and (equality) justice ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"9712200531","abstract":"Penyelidikan kualitatif mempunyai bentuk data yang tersendiri yang berbeza dengan penyelidikan kuantitatif. Data kualitatif ialah dalam bentuk temubual, pemerhatian, dan analisis dokumen. Nota lapangan dan diari pengkaji merupakan penyokong utama dalam mengesahkan kerja-kerja lapangan yang dijalankan dalam kajian kualitatif. Bab ini cuba mengupas dengan mendalam bentuk data, kekekuatan dan kelemahan metodologi bagi setiap data yang dikumpul, serta proses pengumpulan data dalam penyelidikan kualitatif.","author":[{"dropping-particle":"","family":"Firdaus","given":"Ahmad Mohd Noor","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Jasmi","given":"Kamarul Azmi","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mangione","given":"Salvatore","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Technical and Social Science Journal","id":"ITEM-1","issued":{"date-parts":[["2016"]]},"title":"Pembinaan Hubungan Di Antara Guru Dengan Pelajar","type":"article-journal"},"uris":["http://www.mendeley.com/documents/?uuid=eb76c40b-cff6-4af3-ad49-ae3f1c4653bd"]}],"mendeley":{"formattedCitation":"(Firdaus et al., 2016)","plainTextFormattedCitation":"(Firdaus et al., 2016)","previouslyFormattedCitation":"(Firdaus et al., 2016)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Firdaus et al., 2016). The uniqueness of learning at the elementary school in Sto. Rosario Montessori School Philippine Using the k-12 curriculum, which means 12 years of compulsory education for primary and secondary schools. The curriculum used imitates the United States model, taking theory first, then taking a license or profession. In addition, the learning model uses the Cooperative Learning model, such as talking sticks and picture and picture, and the Communicative Learning approach. METHODS The research approach that the researcher uses is a qualitative approach. According to Moleong ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Moleong","given":"Lexy J","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Bandung: PT Remaja Rosdakarya Offset","id":"ITEM-1","issued":{"date-parts":[["2008"]]},"title":"Metodologi Penelitian Kualitatif eds Revisi","type":"book"},"uris":["http://www.mendeley.com/documents/?uuid=4eff361e-cc7b-407d-9a8f-80527af192f5"]}],"mendeley":{"formattedCitation":"(Moleong, 2008)","manualFormatting":"(2008)","plainTextFormattedCitation":"(Moleong, 2008)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(2008) a qualitative approach is a research procedure that produces descriptive, spoken or written data and observable behavior from the subject, carried out in reasonable situations, understanding and interpreting in certain situations according to the researcher's perspective. With a qualitative approach, researchers can go directly to conduct interviews with respondents, observe, participate in the process, so that they can know in depth the substance under study. This type of research is the first level of R&D with the aim of designing a model to the stage of discovering the concept ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Sugiyono","given":"Sugiyono","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2013"]]},"title":"Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D","type":"book"},"uris":["http://www.mendeley.com/documents/?uuid=5cff57ae-675a-4725-bd07-b5e2139c88b3"]}],"mendeley":{"formattedCitation":"(Sugiyono, 2013)","plainTextFormattedCitation":"(Sugiyono, 2013)","previouslyFormattedCitation":"(Sugiyono, 2013)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Sugiyono, 2013). The stages of this research are (1) Study of the existing condition of teacher-student interaction in basic education in Indonesia, (2) Study model of teacher-student interaction in Sto. Rosario Montessori School as a benchmarking, (3) designing the concept of teacher-student interaction models for basic education in Indonesia, (4) validating the concept of the designed model. Data collection for the first stage through literature study and classroom observation; the second stage through interviews with the principal and observations in class; Data from the first and second stages were analyzed using the Milles and Huberman (1984) method. The third stage is through literature study and the results of data that have been analyzed in the first and second stages. The fourth step is expert judgment through the Delphi Technique (2015). Good data analysis requires data processing that is carried out effectively and efficiently. Data were obtained from various sources including interviews, observations, documentation, literature studies. Then carried out data processing and data analysis qualitatively. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. RESULTS AND DISCUSSION The teacher pays little attention to the students' initial abilities ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1177/1362168817713766","ISSN":"14770954","abstract":"The purpose of this study was to investigate student attention lapses in second language classrooms at the university level. In 17 classes, 274 undergraduate students reported the frequency and dur...","author":[{"dropping-particle":"","family":"Hlas","given":"Anne Cummings","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Neyers","given":"Krista","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Molitor","given":"Sarah","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Language Teaching Research","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2017","6","16"]]},"page":"107-125","publisher":"SAGE PublicationsSage UK: London, England","title":"Measuring student attention in the second language classroom:","type":"article-journal","volume":"23"},"uris":["http://www.mendeley.com/documents/?uuid=97a72d9d-c54c-3aca-96ac-35d29c82d581"]},{"id":"ITEM-2","itemData":{"DOI":"10.5539/jel.v8n6p15","ISSN":"1927-5269","abstract":"This research which investigates teachers' and students' opinions about students' attention problems during the lesson is a descriptive study in the survey model. 432 teachers and 1023 students from secondary schools in the central districts of Adana voluntarily participated in the study. The research data were collected with a Written Interview Form developed by the researchers and a descriptive content analysis was used for data analysis. As a result of the research, it was observed that the teachers perceived the attention problems that the students experienced during the course mostly as a problem arising from the students themselves while the students associate this problem not only with themselves, but also with other students, teachers and the environment. According to the results, teachers as well as students easily noticed the psychological characteristics, the behaviors they exhibited and their low academic performance, but the teachers evaluate this situation more as disciplinary problems. The solution suggestions of the teachers who kept the attention problems of the students out of their own sphere and their teaching practices were that passing exams should be harder and discipline regulations should change to facilitate punishment. The students stated that teachers should show more interest towards the students, approach the students positively and use a variety of teaching methods in accordance with the students' level.","author":[{"dropping-particle":"","family":"Cicekci","given":"Mehmet Ali","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sadik","given":"Fatma","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Education and Learning","id":"ITEM-2","issue":"6","issued":{"date-parts":[["2019"]]},"title":"Teachers' and Students' Opinions About Students' Attention Problems During the Lesson","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=ee5772bf-c346-372d-abd5-515309b74260"]},{"id":"ITEM-3","itemData":{"ISSN":"1907-4034","author":[{"dropping-particle":"","family":"Purwaningrum","given":"Dewi","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sumardi","given":"Sumardi","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Jurnal Managemen Pendidikan","id":"ITEM-3","issue":"2","issued":{"date-parts":[["2016","7"]]},"page":"155-167","title":"Efek Strategi Pembelajaran Ditinjau dari Kemampuan Awal Matematika terhadap Hasil Belajar Matematika Kelas Xi Ips","type":"article-journal","volume":"11"},"uris":["http://www.mendeley.com/documents/?uuid=6e119118-bdc6-36ca-b636-aefe71f39dab"]}],"mendeley":{"formattedCitation":"(Cicekci & Sadik, 2019; Hlas et al., 2017; Purwaningrum & Sumardi, 2016)","plainTextFormattedCitation":"(Cicekci & Sadik, 2019; Hlas et al., 2017; Purwaningrum & Sumardi, 2016)","previouslyFormattedCitation":"(Cicekci & Sadik, 2019; Hlas et al., 2017; Purwaningrum & Sumardi, 2016)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Cicekci & Sadik, 2019; Hlas et al., 2017; Purwaningrum & Sumardi, 2016). Knowledge of students 'initial abilities is needed by the teacher to establish teaching strategies ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Chong","given":"Sylvia","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mun Cheah","given":"Horn","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mun","given":"Horn","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"This Journal Article is posted at Research Online","id":"ITEM-1","issued":{"date-parts":[["2009"]]},"title":"A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes","type":"article-journal","volume":"34"},"uris":["http://www.mendeley.com/documents/?uuid=24fb783d-03d8-318f-a14f-f0e7d3711700"]},{"id":"ITEM-2","itemData":{"DOI":"10.1177/1745499919829214","ISSN":"17454999","abstract":"The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about des...","author":[{"dropping-particle":"","family":"Kim","given":"Sharon","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Raza","given":"Mahjabeen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Seidman","given":"Edward","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Research in Comparative & International Education","id":"ITEM-2","issue":"1","issued":{"date-parts":[["2019","2","28"]]},"page":"99-117","publisher":"SAGE PublicationsSage UK: London, England","title":"Improving 21st-century teaching skills: The key to effective 21st-century learners:","type":"article-journal","volume":"14"},"uris":["http://www.mendeley.com/documents/?uuid=37252145-eb95-306a-9652-8f2be22d4151"]}],"mendeley":{"formattedCitation":"(Chong et al., 2009; S. Kim et al., 2019)","plainTextFormattedCitation":"(Chong et al., 2009; S. Kim et al., 2019)","previouslyFormattedCitation":"(Chong et al., 2009; S. Kim et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Chong et al., 2009; S. Kim et al., 2019), even asking questions requires understanding of students' initial abilities. To understand the initial abilities of these students the teacher can help students expedite the learning process that is done and minimize the opportunities of difficulties faced by students. Sometimes a certain material requires prerequisite prior knowledge. If this prerequisite knowledge has not been mastered and the teacher has continued on the next material it is certain that students will be consulted by the instructor. This can be detected through student behavior. Students who cannot follow the material being discussed by the teacher tend to behave in "deviant" ways such as: daydreaming, writing or drawing that has nothing to do with the subject matter, talking to themselves or other activities not related to the content of learning. Lack of approach to students; Teachers dont pay full attention to students uniqueness. Most of teachers serve the students with the methods that they like to choose. Teachers think much the media ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"EISSN-2167-8715","abstract":"Despite the numerous benefits of media & information literacy for students in today's digital society, the lack of teacher preparation in teaching media and information literacy skills suggests a gap between the societal rationale for students becoming media literate and the sustainable preparation of teachers. The purpose of this exploratory study was to explore the factors and beliefs underlying preservice teachers' intention to teach media and information literacy in their future classroom according to the theory of planned behavior. Findings suggest that although preservice teachers' have positive attitudes towards media and information literacy as an essential skill for students, they do not feel that it is highlighted in their teacher education program and many do not see other stakeholders including faculty, school administrators and parents as encouraging it. Instructor modeling of media and information literacy may be needed to help preservice teachers develop confidence in integrating it into their future work.","author":[{"dropping-particle":"","family":"Gretter","given":"S","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Yadav","given":"A","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Media Literacy Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018"]]},"page":"104-123","publisher":"National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: http://digitalcommons.uri.edu/jmle/","title":"What Do Preservice Teachers Think about Teaching Media Literacy? An Exploratory Study Using the Theory of Planned Behavior.","type":"article-journal","volume":"10"},"uris":["http://www.mendeley.com/documents/?uuid=259c6407-fc6c-35d7-ba29-abb4cb82cbc3"]}],"mendeley":{"formattedCitation":"(Gretter & Yadav, 2018)","plainTextFormattedCitation":"(Gretter & Yadav, 2018)","previouslyFormattedCitation":"(Gretter & Yadav, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Gretter & Yadav, 2018). The ideal medias usually also not be implemented. Teachers choose media based on what they like as well as depends on the facilitation that are ready to use or are prepared. The choice of learning media not based on the object study. Instead of media, the uniqueness of students seldom get attention by the teachers. Teachers like to use delivery method and like to teach than do learn for students ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.3389/FCOMP.2019.00007/BIBTEX","ISSN":"26249898","abstract":"A growing number of students are now opting for online classes. They find the traditional classroom modality restrictive, inflexible, and impractical. In this age of technological advancement, schools can now provide effective classroom teaching via the Web. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content. The overarching purpose of this research was to determine which teaching method proved more effective over the 8-year period. The scores of 548 students, 401 traditional students and 147 online students, in an environmental science class were used to determine which instructional modality generated better student performance. In addition to the overarching objective, we also examined score variabilities between genders and classifications to determine if teaching modality had a greater impact on specific groups. No significant difference in student performance between online and face-to-face (F2F) learners overall, with respect to gender, or with respect to class rank were found. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. A potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.","author":[{"dropping-particle":"","family":"Paul","given":"Jasmine","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Jefferson","given":"Felicia","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Frontiers in Computer Science","id":"ITEM-1","issued":{"date-parts":[["2019","11","12"]]},"page":"7","publisher":"Frontiers Media S.A.","title":"A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=0b033867-f8a5-3173-92ca-b6e3a3c4281d"]}],"mendeley":{"formattedCitation":"(Paul & Jefferson, 2019)","plainTextFormattedCitation":"(Paul & Jefferson, 2019)","previouslyFormattedCitation":"(Paul & Jefferson, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Paul & Jefferson, 2019). Solution: Try to identify how the environment of students outside of school. For example, a visit to the home of a somewhat problematic student at school. Talk to the parents / guardians to take a way out of the problems that arise. In addition, occasionally invite students to talk, not necessarily merely about the school. Be a good listener so students trust and are open to you ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2442-7063","author":[{"dropping-particle":"","family":"Sari","given":"Ambar Wulan","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Jurnal EduTech","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2016"]]},"title":"Pentingnya Ketrampilan Mendengar dalam Menciptakan Komunikasi yang Efektif","type":"article-journal","volume":"2"},"uris":["http://www.mendeley.com/documents/?uuid=a7d3be50-627a-3613-87ce-2a9798a47fa0"]},{"id":"ITEM-2","itemData":{"DOI":"10.1080/10904018.2013.813234","ISSN":"1932586X","abstract":"Although active listening is considered an important communication skill in a variety of occupational and therapeutic fields, few experiments compare dyadic partners' perceptions of active listenin...","author":[{"dropping-particle":"","family":"Weger","given":"Harry","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Castle Bell","given":"Gina","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Minei","given":"Elizabeth M.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Robinson","given":"Melissa C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"International Journal of Listening","id":"ITEM-2","issue":"1","issued":{"date-parts":[["2014"]]},"page":"13-31","publisher":" Routledge ","title":"The Relative Effectiveness of Active Listening in Initial Interactions","type":"article-journal","volume":"28"},"uris":["http://www.mendeley.com/documents/?uuid=394d2c4d-7734-3e5a-b2e2-85486a14c9e0"]}],"mendeley":{"formattedCitation":"(Sari, 2016; Weger et al., 2014)","plainTextFormattedCitation":"(Sari, 2016; Weger et al., 2014)","previouslyFormattedCitation":"(Sari, 2016; Weger et al., 2014)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Sari, 2016; Weger et al., 2014). Thus, the teacher can better understand the characteristics of students and know how to deal with them. Teachers should get such a training about how to have good communication; How to be a good servant; How to be a good leader and so on. Sto. Rosario Montessori School is an educational institution that manages pre-schools, primary schools and junior high schools. As the name implies, this school uses the Montessori concept as a platform in organizing its education. This paper outlines the Montessori concept and the implementation of the concept in Sto. Rosario Montesori School. Montessori Concept: Explanation in Wikipedia states that Montessori is an educational method for children based on child development theory. The hallmark of this method is the emphasis on self-direction activities in children and clinical observation from the teacher. According to the Montessori concept, every child who is educated has an advantage in growing critical thinking, collaborating in teams, and acting more decisively. Every child has freedom in choosing activities, which of course has been arranged in such a way by the educators to foster independence, freedom and order. Teachers, children and the regulated environment create a good learning triangle. Children freely use the existing environment to develop their personality, and interact with the teacher when they need help and / or the direction needed. According to the Montessori School of Winston Salem, keywords Montessori as follows: (1) Child Centered, Dr. Montessoris mantra was Follow the child. She knew that children have an innate desire and passion for learning, and that our job as educators is to support this natural process. Our guides (we call our teachers guides) selectively and carefully design the classroom to foster each childs independence, autonomy and competence. The childs freedom to choose ones lessons, within limits, nurtures individual initiative and personal responsibility; (2) Individualized Learning, Each child learns at his/her own pace. Through individualized learning within uninterrupted blocks of work, the children follow their passions and natural curiosity. With the support of the meticulously prepared classroom and nurturing guidance, balanced within a structure of freedom and responsibilities, the child develops concentration, inner discipline, internalization of the learning and metacognition (thinking about thinking); (3) Integrated, spiraling curriculum, From toddler through elementary, the children are exposed to interrelated topics repeatedly over time. With each repetition, a new piece of information or complexity is added so the children are brought into an expanded awareness and understanding of the concept. In this way each level of mastery builds on each other, leading the child to continuous new insights, discoveries, competence and confidence; (4) Multi-Age Groupings, students of multi-ages, usually 3-year groupings, are in a classroom community where they naturally learn with and from each other. The atmosphere in the classroom is one of collaboration and cooperation. The older children freely share their knowledge, which not only benefits the younger children, but also deepens the older childs knowledge and enhances their leadership and confidence; (5) Hands-on Learning, children learn through their senses, they satisfy their natural curiosity by touching and manipulating concrete objects. Because of this, Dr. Montessori created a unique approach to education that is developmentally appropriate, hands-on, interactive and sensory based; (6) C3-year cycle, children experience consistency through their three-year cycle, with their teachers, peers and classroom environment. There are many benefits to this, not the least of which is the deep connections children develop with their teachers. The teachers, in turn, truly and deeply get to know each student, intimately understanding how each child learns best and can provide the appropriate next learning experience at precisely the right moment. The third-year, we call it the capstone year, is the culmination of this learning, a time when the child has internalized these early concrete experiences, creating a strong foundation for the future learning. The School manager implements the Montessori concept especially in the learning process and also in every activity through habituating each student's behavior at school. The vision and mission are formulated by the school that is a reflection of the school's conception. School vision tarakinnar and its mission. Educational achievements in this school include the achievement of academic abilities and behavior. The question is how to concretely implement the Montessori concept in academic activities and behavioral education. In the learning process in class, the teacher arranges classes in small groups of 3-4 students. For students who lack academic ability and lack of focus in the learning process are seated in the front row close to the teacher. The goal is that students receive intensive monitoring from the teacher. Students sit alternately between men and women with the aim of maintaining class conductivity. This step is an anticipatory step in the occurrence of minor fights between male students and chatting with each other among students who create environmental noise. Every teacher is required to conduct intensive monitoring to students during the learning process. SHAPE \* MERGEFORMAT Further conceptualized that teachers can support students autonomy in three ways ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1207/S15326985EP3902_2","ISSN":"00461520","abstract":"In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking a...","author":[{"dropping-particle":"","family":"Stefanou","given":"Candice R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Perencevich","given":"Kathleen C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"DiCintio","given":"Matthew","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Turner","given":"Julianne C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational Psychologist","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2004","3"]]},"page":"97-110","publisher":" Lawrence Erlbaum Associates, Inc. ","title":"Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership","type":"article-journal","volume":"39"},"uris":["http://www.mendeley.com/documents/?uuid=ede6c64d-d1a6-3bc5-af9c-91fbabf6c7c7"]}],"mendeley":{"formattedCitation":"(Stefanou et al., 2004)","plainTextFormattedCitation":"(Stefanou et al., 2004)","previouslyFormattedCitation":"(Stefanou et al., 2004)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Stefanou et al., 2004). They can offer choices about classroom management or the medium of presentation (i.e., organizational or procedural autonomy support, respectively), which would increase students initial and short-lived engagement and sense of well-being. Aligned with Assor et al. (2002), who reported that the provision of these types of choices would not be enough to support students autonomous feelings or cognitive engagement ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1348/000709902158883","ISSN":"0007-0998","PMID":"12028612","abstract":"Background and aims. This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesised that teacher behaviours that help students to understand the relevance of schoolwork for their personal interests and goals are particularly important predictors of engagement in schoolwork. Samples and methods. Israeli students in grades 3-5 (N = 498) and in grades 6-8 (N = 364) completed questionnaires assessing the variables of interest. Results. Smallest Space Analyses indicated that both children and early adolescents can differentiate among three types of autonomy enhancing teacher behaviours -fostering relevance, allowing criticism, and providing choice - and three types of autonomy suppressing teacher behaviours - suppressing criticism, intruding, and forcing unmeaningful acts. Regression analyses supported the hypothesis concerning the importance of teacher behaviours that clarify the personal relevance of schoolwork. Among the autonomy-suppressing behaviours, 'Criticism-suppression' was the best predictor of feelings and engagement. Conclusions. The findings underscore the active and empathic nature of teachers' role in supporting students' autonomy, and suggest that autonomy-support is important not only for early adolescents but also for children. Discussion of potential determinants of the relative importance of various autonomy-affecting teacher actions suggests that provision of choice should not always be viewed as a major indicator of autonomy support.","author":[{"dropping-particle":"","family":"Assor","given":"Avi","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kaplan","given":"Haya","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Roth","given":"Guy","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"The British journal of educational psychology","id":"ITEM-1","issue":"Pt 2","issued":{"date-parts":[["2002","6"]]},"page":"261-278","publisher":"Br J Educ Psychol","title":"Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork","type":"article-journal","volume":"72"},"uris":["http://www.mendeley.com/documents/?uuid=cd10b41f-997a-3eab-a3a8-3bea8ce2a95f"]}],"mendeley":{"formattedCitation":"(Assor et al., 2002)","plainTextFormattedCitation":"(Assor et al., 2002)","previouslyFormattedCitation":"(Assor et al., 2002)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Assor et al., 2002), further proposed that teachers can offer students opportunities to think independently by asking them to generate their own solutions or ideas instead of being recipients of content (i.e., cognitive autonomy support) ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1207/S15326985EP3902_2","ISSN":"00461520","abstract":"In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking a...","author":[{"dropping-particle":"","family":"Stefanou","given":"Candice R.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Perencevich","given":"Kathleen C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"DiCintio","given":"Matthew","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Turner","given":"Julianne C.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational Psychologist","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2004","3"]]},"page":"97-110","publisher":" Lawrence Erlbaum Associates, Inc. ","title":"Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership","type":"article-journal","volume":"39"},"uris":["http://www.mendeley.com/documents/?uuid=ede6c64d-d1a6-3bc5-af9c-91fbabf6c7c7"]}],"mendeley":{"formattedCitation":"(Stefanou et al., 2004)","plainTextFormattedCitation":"(Stefanou et al., 2004)","previouslyFormattedCitation":"(Stefanou et al., 2004)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Stefanou et al., 2004), which would sufficiently allow students to invest in deep thinking and develop self-reliance while problem solving ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/704515","ISSN":"0013-5984","author":[{"dropping-particle":"","family":"Kim","given":"Jung-In","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Long","given":"Shauna P. A.","non-dropping-particle":"de","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ortega","given":"Mari C.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Kelly","given":"Larissa A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Dray","given":"Barbara J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Casias","given":"Marcelino","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journal","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2019"]]},"page":"32-60","title":"Cultural and Cognitive Autonomy: Teacher Positioning and Motivational Practices for Emergent Bilingual Students abstract","type":"article-journal","volume":"120"},"uris":["http://www.mendeley.com/documents/?uuid=ad753710-6686-4f94-abd3-7eb3b0e1de08"]}],"mendeley":{"formattedCitation":"(J.-I. Kim et al., 2019)","plainTextFormattedCitation":"(J.-I. Kim et al., 2019)","previouslyFormattedCitation":"(J.-I. Kim et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(J.-I. Kim et al., 2019). The position of arranging small groups in figure 1, is more often applied when students are interacting with the object of the learning problem, they discuss with their friends for problem solving. Through this pattern, the behavior that is designed from the teacher will be built, for example the occurrence of cooperation, tolerance, and respect for the opinions of others, critical thinking and so forth. In fact, the goal of achieving maximum academic ability. The pattern in figure 2 is often applied in order to maintain classroom conductivity and give intensive attention to students who lack academic ability and focus on learning. This pattern is also applied when students make presentations. Through this pattern the aim of building good behavior such as the courage to express opinions, respect the opinions of others, confidence and so forth can be realized in addition to academic ability. In this pattern the teacher can clarify student opinions. The model designed in this study contains a philosophy of teacher-student interaction philosophy, concepts, and mechanisms. The model has not been field tested but has received input or validation from experts. The teacher-student interaction model philosophy The philosophy of the teacher-student interaction model based on its uniqueness in basic education is that students are unique creatures that differ from one another. In implementing this philosophy teachers must provide services to students individually according to the uniqueness of students and provide facilitation according to the problems they face. Concept of the model The model designed in this research concept is as follows: (1) case; (2) individual student conditions; and (3) completing cases faced by students. The concept of the model is clarified through Figure 3 below. Case understanding is all the problems faced by students in the learning process to achieve abilities ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1023/B:EDPR.0000034022.16470.F3","ISSN":"1573-336X","abstract":"Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.","author":[{"dropping-particle":"","family":"Hmelo-Silver","given":"Cindy E.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational Psychology Review 2004 16:3","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2004","9"]]},"page":"235-266","publisher":"Springer","title":"Problem-Based Learning: What and How Do Students Learn?","type":"article-journal","volume":"16"},"uris":["http://www.mendeley.com/documents/?uuid=1ca285d1-ba94-35d0-adb9-f3c13fcb3e7d"]},{"id":"ITEM-2","itemData":{"DOI":"10.5772/INTECHOPEN.95395","ISBN":"978-1-83962-695-1","abstract":"Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers' initial training the conflict management skills development.","author":[{"dropping-particle":"","family":"Valente","given":"Sabina","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Loureno","given":"Ablio Afonso","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Nmeth","given":"Zsolt","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Interpersonal Relationships [Working Title]","id":"ITEM-2","issued":{"date-parts":[["2020","12","23"]]},"publisher":"IntechOpen","title":"School Conflicts: Causes and Management Strategies in Classroom Relationships","type":"article-journal"},"uris":["http://www.mendeley.com/documents/?uuid=0ca698f2-e4a3-3cd6-85ec-54a7cdb4721e"]}],"mendeley":{"formattedCitation":"(Hmelo-Silver, 2004; Valente et al., 2020)","plainTextFormattedCitation":"(Hmelo-Silver, 2004; Valente et al., 2020)","previouslyFormattedCitation":"(Hmelo-Silver, 2004; Valente et al., 2020)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Hmelo-Silver, 2004; Valente et al., 2020). While the understanding of case completion is a strategy used to solve problems faced by students in their learning so that the problem is solved completely or completely. The condition of individual students is the state of students based on variables of academic ability and learning motivation. Experiental teacher support childrens inner motivational strivings by focusing on three domains: (a) support childrens free initiative, (b) offer a classroom environment that is rich and stimulating, and (c) show sensitive and emotional support towards the student ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/683802","ISSN":"0013-5984","author":[{"dropping-particle":"","family":"Bilde","given":"Jerissa","non-dropping-particle":"de","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Boonen","given":"Tinneke","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Speybroeck","given":"Sara","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Fraine","given":"Bieke","non-dropping-particle":"De","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Damme","given":"Jan","non-dropping-particle":"Van","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Goos","given":"Mieke","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journal","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2015"]]},"page":"173-197","title":"Experiential Education in Kindergarten: Associations with School Adjustment and the Moderating Role of Initial Achievement","type":"article-journal","volume":"116"},"uris":["http://www.mendeley.com/documents/?uuid=44a83cb4-fa5c-4f05-961e-82bc9f14c3b7"]}],"mendeley":{"formattedCitation":"(de Bilde et al., 2015)","plainTextFormattedCitation":"(de Bilde et al., 2015)","previouslyFormattedCitation":"(de Bilde et al., 2015)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(de Bilde et al., 2015). Classroom mastery goal structure directs students toward improvement and effort rather than toward ability; it consists of a perception that learning is not about repetition but rather about understanding. Mastery goal structures have been positively related to a range of desirable learning characteristics, such as personal mastery goal orientation, classroom and extracurricular ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/691584","author":[{"dropping-particle":"","family":"Vedder-Weiss","given":"Dana","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journal","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2017"]]},"page":"566-592","title":"Teaching Higher and Lower in Mastery Goal Structure: The Perspective of Students","type":"article-journal","volume":"117"},"uris":["http://www.mendeley.com/documents/?uuid=f511c808-f7ae-47a5-b019-a69c98f4bce9"]}],"mendeley":{"formattedCitation":"(Vedder-Weiss, 2017)","plainTextFormattedCitation":"(Vedder-Weiss, 2017)","previouslyFormattedCitation":"(Vedder-Weiss, 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Vedder-Weiss, 2017). This study divides students into four determinants namely; (a) students who have good academic ability and motivation to learn; (b) students who have good academic abilities but lack motivation to learn; (c) students who lack good academic ability but have good motivation to learn; and (d) students who lack good academic ability and learning motivation. (Figure 4) The patterns applied by the teacher in interacting with students in the learning process are: (a) Delegating; (b) Motivating; (c) Participating; and (d) Instructing (figure 5). This research resulted in a Teacher-Student interaction model in accordance with the students' uniqueness, presented in Figure 6 below. The context in which teachers employ particular forms of discourse matters. when teachers follow an these pattern (i.e., teacher initiation, student response, teacher evaluation; to assess students on predetermined answers in monologic instruction such as recitations, the resulting teacher discourse may not effectively facilitate student learning ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/697531","ISSN":"15548279","abstract":"Small-group discussions in which teachers and students interact with text are common in language arts classrooms. As documented in the extant literature, teacher discourse moves affect how the discussion unfolds and the resulting quality of the talk. What is not present in the literature is a unified lexicon or taxonomy for defining and classifying the various kinds of discourse moves teachers routinely enact during small-group discussions to promote comprehension. As such, the purpose of the present review is (a) to synthesize research on teacher discourse moves across the various discussion approaches that aim to promote high-level comprehension and (b) to forward an integrated taxonomy of teacher discourse moves. The taxonomy was developed and iteratively refined through card-sorting activities and used as a coding rubric for classroom discussions. This integrated taxonomy is a noteworthy advancement for practitioners to facilitate their classroom discussions and for researchers studying the effects of small-group discussions.","author":[{"dropping-particle":"","family":"Wei","given":"Liwei","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Murphy","given":"P. Karen","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Firetto","given":"Carla M.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journal","id":"ITEM-1","issue":"4","issued":{"date-parts":[["2018","6","1"]]},"page":"578-609","publisher":"University of Chicago Press","title":"How can teachers facilitate productive small-group talk?: An integrated taxonomy of teacher discourse moves","type":"article-journal","volume":"118"},"uris":["http://www.mendeley.com/documents/?uuid=cec2ccc1-c686-3887-9e8a-07bb48a1b8ec"]}],"mendeley":{"formattedCitation":"(Wei et al., 2018)","plainTextFormattedCitation":"(Wei et al., 2018)","previouslyFormattedCitation":"(Wei et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Wei et al., 2018). The study which is focused on the how teacher leadership, a distributed leadership framework is particularly useful, as it examines leadership as activities engaged in by leaders, in interaction with others in particular contexts around specific tasks). Teacher leadership is constituted among the interactions that teacher leaders have with various stakeholdersteachers, principals, administrators, other teacher leadersusing particular tools and artifacts around particular leadership tasks in particular situations (classrooms, schools, district) within layers of sociopolitical contexts, which include power relations, professional culture norms, and value systems. EL-focused teacher leaders are often in unique positions to facilitate communication and the flow of information among people in different district, school, and classroom contextsADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/698753","author":[{"dropping-particle":"Von","family":"Esch","given":"Kerry Soo","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journalournal","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018"]]},"page":"152-178","title":"Teacher leaders as agents of change: Creating Contexts for Instructional Improvement for English Learner Students","type":"article-journal","volume":"119"},"uris":["http://www.mendeley.com/documents/?uuid=e07be82f-557b-415b-a32e-c5f3ae15a74c"]}],"mendeley":{"formattedCitation":"(Esch, 2018)","plainTextFormattedCitation":"(Esch, 2018)","previouslyFormattedCitation":"(Esch, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Esch, 2018). Mechanism of Model Finding There are four steps in operating this model, namely (1) Mapping the conditions of students based on academic ability and learning motivation, (2) Training of teachers about leadership (teacher leadership patterns in class), (3) Teachers grouping students' conditions based on the results in step 1 , (4) The implementation of learning in small groups and individually. For the first step, mapping the conditions of students based on academic ability and learning motivation; instruments can be made to measure academic ability. A mathematics teacher for example can make an instrument to measure students' mathematical abilities according to the level or class in which the student is (say third grade math, and so on). The instruments compiled can be in the form of statements with a Likert scale 1-4 and categorized into two namely good and not good. For students who have good data analysis results, the determinants are C1 and C2. As for students who lack good academic ability, it will be positioned on the determinants of C3 and C4. To measure learning motivation, you can use the learning motivation measurement instrument proposed experts or the teacher can collaborate with other teachers who are competent in the field of learning psychology. If you are going to measure learning motivation, of course the meaning of motivation and the definition should be breakdowned in to indicators. Similar to the measurement of students' academic abilities, the measurement of learning motivation uses a Likert scale with four scores, which are further analyzed and categorized into two categories namely good and lack of motivation. For students who have good motivational data analysis results, they will be in the determinants of C1d and C2. Whereas for students who lack motivation, it will be positioned on the determinants of C3 and C4. Examples of instruments to measure academic ability and learning motivation are in Figure 7, while the categorization of academic abilities and learning motivation is in Figure 8. NoStatementScore-2-112Academic Ability1Ability in answering question2Simple3Keep the body attitudeMotivation1Doing task2Trying to get nice value3Seriously solve the problem Figure SEQ Figure \* ARABIC 7. Instrument for measuring academic ability and learning motivation The second step is "Training the teacher on leadership (teacher leadership patterns in the classroom)". In conducting the training, it can invite mentors who understand the science of leadership. This model emphasizes the situational leadership patterns proposed by Hersey and Blanchard. Something that needs to be prepared in this training is management. The third step is "The teacher make groups the students' conditions based on the results in step 1. After the instrument has been prepared for data collection, the data collection can then be done through observation or a questionnaire; of course this is based on situations and conditions. Grouping in the United States is increasingly becoming the primary strategy by which schools differentiate instruction and curriculum Further he arguet death ability grouping and differentiation come from two distinct understandings of how the needs of diverse learners are best met. On one hand, the logic of static grouping, they argue, is grounded in ability being conceptualized as unidimensional and easily assessed. Differentiated instruction, on the other hand, is conceptualized beyond a set of practices to include a student-centered mind-set grounded in principles of responsive teaching with students needs defined by their interests, readiness, and learning profiles developing over time rather than by their performance on a single assessment. In other words, student groupings are not the same ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.1086/704392","ISSN":"15548279","abstract":"AbstractIn this case study, we investigate upper elementary teachers decision-making practices regarding grouping configurations and purposes set for small group instruction (SGI) across content a...","author":[{"dropping-particle":"","family":"Ardasheva","given":"Yuliya","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Newcomer","given":"Sarah N.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ernst-Slavit","given":"Gisela","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Morrison","given":"Steven J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Morrison","given":"Judith A.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Carbonneau","given":"Kira J.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Lightner","given":"Lindsay K.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Elementary School Journal","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2019","7","11"]]},"page":"88-108","publisher":"The University of Chicago PressChicago, IL","title":"Decision-Making Practices of Experienced Upper Elementary Teachers during Small Group Instruction to Support English Learners","type":"article-journal","volume":"120"},"uris":["http://www.mendeley.com/documents/?uuid=c380830c-709b-393a-899c-8d90340a20ca"]}],"mendeley":{"formattedCitation":"(Ardasheva et al., 2019)","plainTextFormattedCitation":"(Ardasheva et al., 2019)","previouslyFormattedCitation":"(Ardasheva et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Ardasheva et al., 2019). The fourth step is The implementation of learning in small groups and individually. Always classical patern the choice of these devens on the learning output which would be achieved by students General instructions for applying the designed model General guidelines for the application of student-teacher interaction models in learning in primary schools contain (1) class identity, (2) teacher identity, (3) student academic ability conditions, (4) conditions of student learning motivation towards certain subjects, (5) maps expected interaction patterns, (6) Appendix instrument for measuring academic ability and learning motivation. CONCLUSION Students are unique beings, different from each other, in following the learning process ideally using an individual approach. The teacher is a leader and manager in the classroom, where situational leadership is an option for teachers in interacting with students. The style of the teacher in interacting should be varied so that it is not monotonous and boring, and is required to have the skills to map students' conditions based on their motivation and interests, academic abilities. Teachers in mapping students' conditions, teachers must master the science of evaluation and be able to develop mapping instruments. An in-depth study of the ideal teacher interaction indicators must be carried out immediately to contribute to the scientific treasures, especially the sociology of education. For further research, it is recommended to proceed to the model testing phase and model validation, then implement and evaluate and follow up. REFERENCES ADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY Abidin, A. M. (2019). Kreativitas Guru Menggunakan Model Pembelajaran Dalam Meningkatkan Hasil Belajar Siswa. Didaktika, 11(2), 225. https://doi.org/10.30863/didaktika.v11i2.168 Ardasheva, Y., Newcomer, S. N., Ernst-Slavit, G., Morrison, S. J., Morrison, J. 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