TEACHERS’ DESIGN PRACTICES: AN EXPLORATION OF DESIGN PROCESS AND TEAM DESIGN (A Case Study of Secondary School Teachers’ Kecamatan Kedungjati)

Sani, Ninoy Nur Anggraeni Is Fitta (2024) TEACHERS’ DESIGN PRACTICES: AN EXPLORATION OF DESIGN PROCESS AND TEAM DESIGN (A Case Study of Secondary School Teachers’ Kecamatan Kedungjati). Other thesis, IAIN SALATIGA.

	Text Ninoy Nur Anggraeni Is Fitta Sani 23030200035[1] revisi.pdf Download (1MB)
	Text Ninoy Nur Anggraeni Is Fitta Sani 23030200035[1] revisi.pdf Download (1MB)

Abstract

Sani, Ninoy Nur Anggraeni Is Fitta. Teachers’ Design Practices: An Exploration of Design Process and Team Design. A Graduating Paper. English Education Departmen. Teacher Training and Education Faculty. Islamic University of Salatiga. Conselor Rr. Dewi Wahyu Mustikasari, SS., M.Pd., Ph.D. The study explored the teachers’ design process in designing lesson plans for descriptive text in primary and vocational secondary schools, as well as the roles of team design. This research used qualitative descriptive methods. The data sourcein this study used the results of interviews and the documents analysis in the form of a study plan script. The participants in the study were five English language teachers, consisting of four English teachers at the secondary level and one English teacher at the SMK level. The study employed thematical analysis Creswell and Poth (2018) techniques for data analysis, and member checking ensured the validity of the data. The results of this study were consistent with the design process Model Proposal by Mustikasari et al., which suggested that there were three main stages in the teachers' design process: planning, implementation, and reflection. In the planning phase, the teachers designed the learning materials and strategies that matched the needs of the students. In the implementation phase, the teachers implemented the plan that had been made in the actual classroom. Finally, at the reflection stage, the teachers evaluated the effectiveness of the design and made thenecessary adjustments to improve future learning. In addition, the research found that collaboration with partners in the design process contributed positively to feedback and joint reflection. The research also found that the MGMP (Master Point Talk) consisted of teachers of all subjects who had a diverse background and specialization, thus helping to create a more comprehensive and effective learning design. Keywords: Teacher Practices, Design Process, Team Design, Lesson plan

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