Profile Of Teacher’s Strategy In Improving Student’s Cultural Intelligence
- Keywords
- teacher’s strategy, cultural intelligence
- Abstract
This study aims at describing some strategies used by teachers in improving the cultural intelligence of Junior High School student in Sumbawa, Indonesia. Teacher's strategy in this study is defined as the efforts to improve during the learning process of social science subject, especially on learning material of cultural diversity. This study is a survey research with 27 research subjects. They are nine teachers representing in the West area. Nine is representing in the Central area and nine representing in the East area. The results showed that most teachers or 22.22% of them made an effort to develop their student cultural awareness orally. For cultural knowledge aspect, 37.14% of respondents answered that they managed cultural intelligence through the provision of group assignments related to customs and cultural arts in the community. For the aspect of efforts to improve motivation, 53.57% of respondents stated that they used the group discussion method to improve cultural intelligence. For behavioral aspect, that is an effort to encourage self-adjustment of students, 39.4% of respondents revealed that they improved cultural intelligence through group discussion method.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Suharli AU - Nana Supriatna AU - Enok Maryani AU - Kokom Komalasari PY - 2019/06 DA - 2019/06 TI - Profile Of Teacher’s Strategy In Improving Student’s Cultural Intelligence BT - Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018) PB - Atlantis Press SP - 95 EP - 99 SN - 2352-5398 UR - https://www.atlantis-press.com/article/125909980 ID - 2019/06 ER -