Proceedings of the 3rd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2023, 15-16 December 2023, Ruteng, Flores, Indonesia

Research Article

Improvement of Student Learning Outcomes through the Role of Teachers Performance in the Learning Process

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  • @INPROCEEDINGS{10.4108/eai.15-12-2023.2345623,
        author={Durasa  Helfra and Jewarut  Siprianus},
        title={Improvement of Student Learning Outcomes through the Role of Teachers Performance in the Learning Process},
        proceedings={Proceedings of the 3rd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2023, 15-16 December 2023, Ruteng, Flores, Indonesia},
        publisher={EAI},
        proceedings_a={ICEHHA},
        year={2024},
        month={5},
        keywords={learning outcomes teacher role learning teacher competence},
        doi={10.4108/eai.15-12-2023.2345623}
    }
    
  • Durasa Helfra
    Jewarut Siprianus
    Year: 2024
    Improvement of Student Learning Outcomes through the Role of Teachers Performance in the Learning Process
    ICEHHA
    EAI
    DOI: 10.4108/eai.15-12-2023.2345623
Durasa Helfra1,*, Jewarut Siprianus2
  • 1: Department of Education Science, Graduate School, Ganesha University of Education, Singaraja, Bali, Indonesia
  • 2: Elementary School Teacher Education study program, Shanti Bhuana Institute, Bengkayang, West Kalimantan, Indonesia
*Contact email: helfra@undiksha.ac.id

Abstract

Teachers have the responsibility to teach and guide students in understanding subject matter, developing skills, and helping students grow as better individuals. This research uses a quantitative research approach with quasi-experiments. The design of this study is factorial. Junior High School Negeri 1 Langke Rembong has a research population of 430 students spread across 12 classes. Determination of research samples using random sampling techniques. The technique of collecting learning outcome data uses test instruments and one-way analysis of variance for statistical analysis. The findings showed no difference in the learning outcomes learned by teachers A, B, and C. This proves that the cooperation of cognate teachers in preparing for learning is extremely helpful in improving teacher competence.