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All Journal Journal of Food and Pharmaceutical Science PROSIDING SEMINAR NASIONAL Jurnal Ilmiah Farmasi Jurnal Riset Kimia INDONESIAN JOURNAL OF PHARMACY Jurnal Farmasi Sains dan Komunitas Unnes Science Education Journal Jurnal Farmasi Galenika (Galenika Journal of Pharmacy) JSFK (Jurnal Sains Farmasi & Klinis) Jurnal Pengabdian Kesehatan Masyarakat Journal of Food and Pharmaceutical Sciences
Enade Perdana Istyastono
Faculty Of Pharmacy, Sanata Dharma University, Yogyakarta, Indonesia.
Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Dentistry Education Environmental Science Health Professions Immunology & microbiology Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Veterinary

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Journal : PROSIDING SEMINAR NASIONAL

 1 
Reflective Pedagogy: Case Study of Organic Chemistry at the University of Muhammadiyah Semarang Eko Yuliyanto; Fitria Fatichatul Hidayah; Enade Perdana Istyastono; Yosef Wijoyo; Titien Siwi Hartayu
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2017: Proceeding 3rd ISET 2017 | International Seminar on Educational Technology 3rd 2017
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The development of the modern age is a lot of changes in education is the paradigm of teacher-centered learninginto student-centered learning which has a very important role in maximizing its competence in classroom management. One of the lessons in chemistry education that has problems is organic chemistry courses. Based onthe reflections applied to teachers and students "What has been gained from the learning process?", "What is thevalue obtained while the process is underway?" And "What will be done next (implementation)?". The results arestill very unsatisfactory, this is due to the limited ability of lecturers in the learning process. Associated with these conditions, then of course required intensive changes and planned for comprehensive improvement associated with the input to be generated. Efforts to be made is to improve the paradigm of learning. The selected learning paradigm is Reflective Pedagogy Paradigm (PPR). Reflective Pedagogy Paradigm was chosen because based on the results of research can improve the performance of lecturers in teaching, improve the readiness of lecturers in teaching, and make students able to reflect the learning process, and students become more active. The research was conducted following a workshop with lecturers who have implemented Reflective Pedagogy at Sanata Dharma University Yogyakarta. Stages in Reflective Pedagogy are context, experience, reflection, action and evaluation. It is expected by the end of two meetings. To be able to apply PPR, a lecturer needs to be equipped with special training on PPR-based teaching strategies as well asreflection skills (ICAJE, 1993, Gwaza et al., 2010; Schaub-de Jong dkk.2011; Wijoyo et al., 2016). Based on the results of the teacher reflection, it is increasingly realized that the preparation of learningis very important, and it is realized. While based on the results of reflection students stated that the purpose oflearning is clear, the material relevant to the profession of students, and understanding of the material becomeseasier, and the moral values for students. This case study is also in line with previous research that John Dewey(1933), He argued that learning from experience is enriched by reflecting on experience and Donald A. Schön (1987) theorized that reflective practice represents an important factor to improve professional activity. Jack Mezirow, (1991, 2000) gives reflection a central role in learning because through it we become aware of the ways in which we interpret reality and give meaning to actions and behavior. Writing-to-learn tasks should encourage students to conceptualize writing in a way that emphasizes exploration, expressive inquiry, discovery, problem-solving, decision making and knowledge construction.Key Word: Reflective Pedagogy Paradigm, case study, Organic Subject
DOES REFLECTIVE PEDAGOGY MAKE ENVIROMENTAL LACTURER BE BETTER? Eko Yuliyanto; Fitria Fatichatul Hidayah; Enade Perdana Istyastono; Yosef Wijoyo
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: PROCEEDING 1ST INSELIDEA INTERNATIONAL SEMINAR ON EDUCATION AND DEVELOPMENT OF ASIA (INseIDEA)
Publisher : Universitas Muhammadiyah Semarang

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Environmental education is an aspect of education for students who are important to support life in the future. In the learning process there are several factors that influence success in learning. One of them is the ability factor of teaching from a teacher include material, method and learning media. However, there are important factors that need to be considered, namely the ability of teachers to reflect themselves during the learning process. Therefore it is necessary for the research to know the reflection of teachers in the learning process. This study aims to determine the effect of teacher reflection on student learning outcomes. The study involved as many as 15 students of English education. Data obtained in the form of student reflection data, questionnaire value of proenvironment attitudes. The data obtained were analyzed using Paired Samples T-Test. The results showed that the process of reflection that has not been optimal can’t improve the quality of learning.Keywords: pro-environment, reflection of paradigm pedagogy, lecturer, learning
ANALISIS REFLEKSI PADA PEMBELAJARAN: REVIEW REASEARCH Eko Yuliyanto; Fitria Fatichatul Hidayah; Enade Perdana Istyastono; Yosef Wijoyo
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: SEMINAR NASIONAL PENDIDIKAN SAINS DAN TEKNOLOGI
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Profesionalisme guru penting dalam menunjang proses pembelajaran di kelas. Indonesia adalah negara dengan kualitas pendidikan yang belum baik. Banyak faktor yang menyebabkan hal tersebut. Salah satu faktor adalah Sumber Daya Manusia, Guru. Seorang pendidik di sekolah dituntut memiliki 3 kompetensi wajib  yaitu  pedagodik,  social  dan professional. Pada  kompetensi  pedagogic menjadi kebutuhan mutlak bagi seorang guru. Untuk menjadi guru yang mampu mengajar di kelas dengan baik membutuhkan pengalaman yang cukup banyak dan waktu yang lama. Namun, jika harus demikian makan kebutuhan guru di lapangan  akan  sulit  terpenuhi.  Ada  salah  satu  cara  yang  mampu  untuk membantu meningkatkan kapasitas guru dalam mengajar. Alternatif tersebut berupa kemampuan refleksi diri seorang guru. Kebiasaan refleksi yang saat ini ada  pada  beberapa  guru  di  Indonesia  masih  sedikit,  salah  satunya  “Lesson study”, namun jumlah komunitas ini tidak begitu banyak, Oleh karena itu untuk mengetahui berbagai bentuk relfeksi guru yang ada di Indonesia diperlukan suatau  penelitian  untuk  memetakan  kondisi  tersebut.  Penelitian  ini  adalah Review Reasearch dengan objek berbagai artikel hasil penelitian di Indonesia yang meneliti tentang “refleksi” guru dalam pembelajaran. Berdasarkan hasil review   artikel   penelitian   diperoleh   banwa   bentuk-bentuk   refleksi   yang dilakukan  guru  di  Indonesia  berupa:  jurnal  reflksi,  refleksi  wawancara, konfrensi observasi temanejawat, diskusi group, Video, Blok, dan portofolio elektronik. Kata Kunci : Refleksi, Pembelajaran
KEUNGGULAN PEMBELAJARAN REFLECTIVE PEDAGOGY PARADIGM (RPP) UNTUK PERBAIKAN PROSES PEMBELAJARAN DI PERGURUAN TINGGI Eko Yuliyanto; Fitria Fatichatul Hidayah; Enade Perdana Istyastono; Yosef Wijoyo; Titien Siwi Hartayu
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2017: Prosiding Seminar Nasional Pendidikan, Sains dan Teknologi
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Pendidikan di perguraun tinggi merupakan pembelajaran sangat berbeda dengan pembelajaran tingkat SMA. Namun, hal itu juga menjadi perhatiankhusus supaya proses transfer ilmu pengetahuan dari dosen ke mahasiswaberlangsung dengan baik. Tujuan penelitian ini mengetahu keunggulan RPPdalam penerapan pembelajaran di tingkat perguruan tinggi. Metode penelitianini menggunakan kajian referensi, observasi, dan wawancara. Hasil penelitianmenunjukkan bahwa pembelajaran di perguruan tinggi memerlukan perhatiankhusus terutama pada metode-metode yang digunakan. Adanya keunggulanRPP diharapkan dapat membuka pengetahuan para dosen untuk mampumelakukan pembelajaran RPP: membangu konteks, penglaman,refleksi, aksidan evaluasi, sehingga kebermaknaan belajar para mahasiswa akan tertatadengan baik dan sesuai dengan outcome yang diharapkan oleh program studi.    Keywords: Reflective Pedagogy Paradigm, Keunggulan, Pembelajaran,Perguruan Tinggi
Co-Authors Agnes Mutiara Kurniawan Agustina Setiawati Ardine, Glory Ivana Berlina, Violita Yessi Chrisanti, Marcella Widya David Chandra Putra Dina Christin Ayuning Putri Eko Yuliyanto Eko Yuliyanto, Eko Evy Fenny Veronica Felicia Felicia Felicia Fraulein Setiawan Fitria Fatichatul Hidayah Fitria Fatichatul Hidayah Florentinus Dika Octa Riswanto Gani, Michael Gani, Michael Raharja Gusti Ayu Intan Puspita Dewi Krisantia, Herluin Sekar Kristina, Natalia Liliana Liliana Mark, Julyus Jason Maywan Hariono Michael Raharja Gani Nugraha, Gerry Octa Riswanto , Florentinus Dika Pramono, Zita Dhirani Prasetyo, Chrisologus Ivan Rekso, Putri Ayu Dharmo reza eka putra Riandono, Fransiscus Deddy Sri Hartati Yuliani Titien Siwi Hartayu Waskitha, Stephanus Satria Wira Windah, Axl Laurens Lukas Wira Waskitha, Stephanus Satria Wiranata, Bonifacius Ivan Yosef Wijoyo Yosef Wijoyo, Yosef