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Collaborative teaching-learning between college and industry: A case study of steel practice subj ect matter in the technical faculty ofYogyakarta State University Suparman Suparman
JOURNAL OF EDUCATION Vol 1, No 1 (2008): Year 1, Number 1, November 2008
Publisher : LPPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7716.671 KB)

Abstract: In vocational secondary school, a collaborative teaching-learning model is known as a dual education system where the students practice in industries. Generally, that system is successful although there are variations among the school. Such collaboration needs relatively high cost and complicated coordination. As an alternative, teaching-learning collaboration between college and industry can be conducted by inviting guest lecturers from the well industry. Thepresent study is aimed at obtaining a model where practice products are marketable and students have co-operative attitudes in team work. Three teaching-learning models are compared. First, the teaching-learning process of thefirst half semester is conducted by a lecturer in college while the rest is conducted by two lecturers in industry. Second, as thefirst, but the teaching-learning process takes place in college only. Third, the teaching-learning process is conducted in college and without collaboration. Students are divided into small groups of 3 or 4 to make marketable products. The products are measured by some college aspects according to industrial standards, whereas co-operative attitudes are measured by Johnson and Johnson definition. The results are subjected to nonparametric statistic analyses. In perspective of the practice product, the first teaching-learning model does not differ significantly from the teaching learning second model (t = 2,2; P 0.05); but differs significantly from the third (t = 4.5; pO.Ol); the second teaching-learning model differs significantly from the third (t = 3.7; pO.Ol). In perspective of the co operative attitudes, the first teaching-learning model does not differ significantly from the second (t=0.81; p0.05). The guest lecturer model is able toproduce marketable products and well co-operative attitudes in a team work.Keywords: collaborative teaching-learning model, well industry, dual education system, guest lecturing, practice products, co-operative attitudes, teamwork

IMPLEMENTASI PEMBELAJARAN KEWIRAUSAHAAN SMK BIDANG KEAHLIAN TEKNIK KONSTRUKSI DAN PROPERTI DI YOGYAKARTA Wisnu Rachmad Prihadi; Abdul Malik; Suparman Suparman
Jurnal Pensil : Pendidikan Teknik Sipil Vol 10 No 1 (2021): Jurnal Pensil : Pendidikan Teknik Sipil
Publisher : LPPM Universitas Negeri Jakarta

AbstrakMata pelajaran Kewirausahaan telah beberapa kali berganti nama dan metode pembelajaran. Mata pelajaran Kewirausahaan saat ini berdasarkan kurikulum 2013 revisi 2017. Tujuan dari penelitian ini adalah untuk melihat maksud dan tujuan pencapaian pada mata pelajaran Kewirausahaan pada kurikulum 2013 revisi 2017 dan mengetahui kesesuaian kompetensi dasar kewirausahaan yang diajarkan oleh guru. Jenis penelitian ini adalah penelitian deskriptif dan menggunakan metode purposive sampling. Hasil penelitian ini memperoleh gambaran output pembelajaran berupa tingkat pencapaian tujuan yang telah direncanakan oleh Kementerian Pendidikan dan Kebudayaan yang menyatakan bahwa guru optimis tercapainya tujuan pendidikan kewirausahaan, pengetahuan guru tentang usaha rintisan siswa yang mengalami kesulitan dalam membuat perusahaan rintisan, sedangkan dalam hal kegiatan usaha atau usaha rintisan yang dibuat dan dikelola oleh kelompok siswa memerlukan pendamping dalam pelaksanaanya. Selain itu, pengetahuan guru tentang rata-rata penjualan produk atau jasa menunjukkan semua program mampu menjual produknya dengan nilai nominal yang bervariasi dan cukup untuk dapat membuat produk atau jasa kreatif yang layak jual sesuai dengan kompetensi keahliannya. Kata kunci: kewirausahaan, kurikulum 2013 revisi 2017, metode pembelajaran, implementasi kewirausahaan Abstract Entrepreneurship subjects has several times changed names and learning method. Entrepreneurship subjects which are currently based on curriculum 2013 revision 2017. Purpose of this study is to look at the goals and objectives of the achievement in entrepreneurship subjects in curriculum 2013 revision 2017 and determine the suitability of basic competence of entrepreneurship taught by teacher. This type of research is a descriptive study and using purposive sampling method. The results obtained a description of the learning output in the form of the level of achievement of the goals that have been planned by the Ministry of Education and Culture stating that teachers are optimistic about achieving entrepreneurial education goals, teacher’s knowledge of student business start-up has difficulties in making business company start-up, while in terms of business activities or business start-up created and managed by student groups need assistance in its implementation. Also, the teacher's knowledge of the average sales of products or services shows all programs are able to selling their products with varying nominal values and are sufficient to be able to make selling-worthy creative products or services accordance with the competence of their expertise. Keywords: entrepreneurship subject, curriculum 2013 revision 2017, learning method, implementation of entrepreneurship

PENINGKATAN KETERAMPILAN MENGAJAR MAHASISWA PENDIDIKAN TEKNIK SIPIL DAN PERENCANAAN, FT, UNY MELALUI METODE DRILL BERBASIS KOMUNIKASI VERBAL-NON VERBAL Galeh Nur Indriatno Putra Pratama; Suparman Suparman
Jurnal Pendidikan Teknik Sipil Vol 1, No 1 (2019): NOVEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v1i1.28271

ABSTRACTThis study aims to investigate whether the drill method (verbal and non-verbal communication skill drill) is able to improve the basic teaching skills in microteaching context. This is classroom action research. The population consisted of students majoring in Civil Engineering and Planning Education Department, Faculty of Engineering, Yogyakarta State University who were taking microteaching practice course at 2019. The sample of the study was class A2 consisted of 11 students. The study was conducted in three cycles. Cycle 1 contained basic verbal communication, cycle 2 encompassed basic non-verbal communication, and cycle 3 covered both basic verbal and non-verbal communication types. Observation and skills assessment sheets were employed. The qualitative descriptive and descriptive statistics methods were then used to analyze the data.The results show that: (1) basic verbal communication skill drill in microteaching practices improves student teachers' basic microteaching skills and (2) basic non-verbal communication skill drill in microteaching practices improve student teachers' basic microteaching skills.Keywords: drill, communication, instructional media, posters, workshop ABSTRAKTujuan kajian ini adalah untuk mengungkap bagaimana pengaruh metode drill keterampilan dasar mengajar (verbal maupun nonverbal) mampu meningkatkan keterampilan dasar mengajar terbatas pada pengajaran mikro. Kajian ini merupakan kajian tindakan kelas (classroom research). Populasi kajian ini adalah mahasiswa jurusan Pendidikan Teknik Sipil dan Perencanaan FT UNY yang sedang melaksanakan praktik pengajaran Mikro pada tahun 2019. Sampel kajian adalah kelas A2 sejumlah 11 mahasiswa. Kajian dilaksanakan selama tiga siklus. Tinjauan pertama adalah dasar komunikasi verbal, tinjauan kedua adalah dasar komunikasi non verbal, tinjauan ketiga adalah dasar komunikasi verbal dan non verbal. Observasi kegiatan dilakukan oleh peneliti dengan lembar pengamatan. Penilaian keterampilan juga menggunakan lembar penilaian keterampilan. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil kajian menunjukan bahwa: (1) metode drill keterampilan dasar komunikasi verbal yang diterapkan pada praktik keterampilan dasar mengajar terbatas dalam pengajaran mikro dapat meningkatkan keterampilan mengajar dasar terbatas. (2) metode drill keterampilan dasar komunikasi nonverbal yang diterapkan pada praktik keterampilan dasar mengajar terbatas dalam pengajaran mikro dapat meningkatkan keterampilan mengajar dasar terbatas.Kata kunci: drill, komunikasi, pengajaran mikro

TINGKAT PEMAHAMAN GURU TERHADAP KARAKTERISTIK DAN PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) DALAM PEMBELAJARAN PRODUK KREATIF DAN KEWIRAUSAHAAN (PKK) SMK NEGERI DI DIY Maya Prabawati; Suparman Suparman
Jurnal Pendidikan Teknik Sipil Vol 1, No 1 (2019): NOVEMBER
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v1i1.28276

ABSTRACT This study aims to determine the level of understanding of PKK teachers on the characteristics and application of the PjBL model in PKK learning on the construction and property technology expertise program of N SMK in DIY. This research is quantitative descriptive. The method used is a survey with data collection techniques using Guttmann’s model questionnaire. Based on the results of the study, the PKK teacher's level of understanding of the characteristics and application of the PjBL model in PKK learning in the construction and property technology expertise program of DIY Vocational High Schools showed that there were 20 teachers (83.33%) in the "very good" and 4 teachers (16, 67%) "good" category. Overall the level of PKK teacher's understanding of the characteristics and application of the PjBL model in PKK learning in the construction and property technology expertise program of DIY Vocational High Schools was included in the "very good" category with an average observation of 90.5. Keywords: understanding, PjBL model, PKK ABSTRAK Penelitian ini bertujuan untuk mengetahui tingkat pemahaman guru PKK terhadap karakteristik dan penerapan model PjBL dalam pembelajaran PKK pada program keahlian teknologi konstruksi dan properti SMK N di DIY. Penelitian ini merupakan penelitian deskriptif kuantitatif. Metode yang digunakan adalah survey dengan teknik pengumpulan data menggunakan angket model Guttman. Berdasarkan hasil penelitian diperoleh tingkat pemahaman guru PKK terhadap karakteristik dan penerapan model PjBL dalam pembelajaran PKK pada program keahlian teknologi konstruksi dan properti SMK Negeri se-DIY menunjukkan sebanyak 20 guru (83,33%) kategori “sangat baik” dan 4 guru (16,67%) kategori “baik”. Secara keseluruhan tingkat pemahaman guru PKK terhadap karakteristik dan penerapan model PjBL dalam pembelajaran PKK pada program keahlian teknologi konstruksi dan properti SMK Negeri se-DIY termasuk kategori “sangat baik” dengan rata-rata observasi sebesar 90,5. Kata kunci: Pemahaman, Model PjBL, PKK

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