Search results

Research suggests there are at least three challenges to Black male interest and success in STEM careers: increasing access to STEM resources and curriculum, increasing Black and male inclusiveness in STEM initiatives, and increasing cultural and technical competency in STEM fields. African American schools typically do not have equitable STEM resources or instruction. In addition, there is limited research on supporting Black males' success in STEM in the culturally responsive computing (CRC) literature. Most STEM initiatives prioritize increasing the number of girls in STEM fields. STEM field employers are not active recruiters of Black male hires and have little experience with diversity and cultural inclusiveness. Research also suggests that Black students may not be interested working in White corporate America that undervalues their unique cultural perspectives and are more concerned with schooling that improves their communities. This chapter utilized CRC as a lens to examine the complexity of engaging Black males in STEM. As a result, the authors suggest adopting an equity ethic to help teachers help Black males connect themselves and their communities to STEM technology by utilizing smartphones and smartphone technology to engage Black males who may not have access to computers. We end with an example of CRC called barbershop computing, which combines computing, engineering, and innovation as a method to attract and retain Black males in STEM classes and help them persist in STEM careers.

Purpose – This study aims to describe the planning of learning, learning organizing implementation, and evaluating the learning of Bahasa in a high school in Lhokseumawe.

Methodology – The research method was descriptive analysis with a qualitative approach. Data collection used the techniques of observation, interview, and literature review. The subjects of research were the principal, vice principal, Chairman of Department, and Bahasa teachers in the high school. The data obtained were analyzed with the technique of reduction, display, and verification.

Findings – The results showed that the lessons plan in the high school have been compiled by the Indonesian language/Bahasa teachers, including analyzing subjects, drawing up the annual and semester programs, and syllabus. All the planning of learning Bahasa have been well structured and documented. The implementation of the orientation direction or Bahasa Learning is adapted to the needs and level of education. The implementation of study conducted showed the positive things in accordance with the school-based curriculum.

Research Limitations/Implications – Organizing learning Bahasa also showed the positive things based on the management system. Bahasa teachers carried out their roles and their responsibilities based on their job description. This condition has brought positive influence on the quality of learning Bahasa which shows an increase from year to year.

Practical Implications – Activities and aspects of the Bahasa learning adapted to the assessment are based on the syllabus and compiled lesson plan. The evaluation phase is applied to improve the learning activities. This form of evaluation was done either by oral or writing.

Originality/Value – This is the first research to identify learning management of Bahasa in senior high schools in Lhokseumawe.