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All Journal KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Harmonia: Journal of Research and Education Indonesian Journal of Conservation Abdimas Forum Ilmu Sosial INTEGRALISTIK Lembaran Ilmu Kependidikan Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran REFLEKSI EDUKATIKA Unnes Civic Education Journal Educational Management Innovative Journal of Curriculum and Educational Technology The Journal of Educational Development JESS (Journal of Educational Social Studies) Jurnal Bimbingan Konseling Journal of Primary Education International Journal of Multidisciplinary: Applied Business and Education Research Proceeding of International Conference on Science, Education, and Technology JESS (Journal of Educational Social Studies)
Maman Rachman
Universitas Negeri Semarang, Semarang, Jawa Tengah Indonesia
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences

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Journal : Lembaran Ilmu Kependidikan

 1 
IDENTIFIKASI DAN IMPLEMENTASI MENGAJAR DALAM TIM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH Rachman, Maman
Lembaran Ilmu Kependidikan Vol 40, No 1 (2011)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Sebagai tenaga profesional, guru harus merencanakan, melaksanakan, menilai pembelajaran, membimbing dan melatih peserta didik, serta melaksanakan tugas tambahan. Tujuan penelitian adalah memotret jenis pembalajaran dalam tim  yang diimplentasikan para guru, mendeskripsikan perencanaan yang seharusnya disiapkan para guru, merumuskan keuntungan dan kekurangan pembelajaran dalam tim yang dirasakan para guru dan para siswa, mendeskripsikan hal-hal yang harus diperhatikan para guru dalam melaksanakan pembelajaran dalam tim. Pendekatan penelitian adalah deskriptif dengan unit analisis para kepala/wakil kepala sekolah, dan para guru  SMP, SMA, dan SMK Kota Semarang dengan sampel penelitian sebanyak 84 orang yang ditarik secara acak. Data dikumpulkan melalui kuesioner, dokumentasi, dan wawancara mendalam secara terbatas. Data terkumpul dianalisis dengan memadukan analisis kuantitatif dan kualitatif. Studi ini menunjukan bahwa pembalajaran dalam tim telah banyak diimplentasikan dengan bentuk yang bervariasi: tradisional, kolaboratif,  bimbingan/dorongan, paralel, pemisahan/perbedaan kelas, pengawasan, kelompok anggota, perbedaan sub-kelompok, dan perencanaan individual. Manfaat yang dirasakan oleh para guru adalah saling mengisi materi, saling menutup  kelemahan, menanggulangi pembelajaran yang luas dan kompleks, meningkatkan kerjasama, dan memberi peluang kepada para guru muda bertim dengan guru senior. Aspek penting yang harus diperhatikan adalah pemilikan rasa saling mempercayai, mampu berkomunikasi secara efektif, saling memberi dan menerima, bersikap terbuka, jaminan ketuntasan belajar, dominasi salah seorang tim, penyatuan gagasan/ide, materi kurang fokus, masih ada rasa egois seseorang,dan kurangnya saling percaya diri. Teachers, as professionals, have to plan, implement, and assess learning. Teachers have also to mentor, train students, and perform additional duties as well. One of many ways that can be taken to accomplish the jobs is implementing team teaching. The objectives of the research were to describe the implementation, the planning, and the advantages and disadvantages of team teaching. The study was also aimed for describing the aspects that must be observed by teachers in implementing team teaching.  The study was descriptive with the unit of analysis of principals/vice principals and teachers of junior high schools, senior high schools, and vocational high schools of Semarang (84 people, randomly sampled). The data were collected through a questionnaire, documentation, and limited in-depth interview. The data were analyzed quantitatively and qualitatively. The study showed that team teaching was implemented in various forms: traditional, collaborative, mentoring, parallel instruction, splitting class, monitoring, team members, sub-team difference, and individual plans. The benefits perceived by teachers were that team teaching compensated learning materials, compensated each others’ weakness, tackled a broad and complex learning, enhanced cooperation, and gave opportunities to young teachers to work with the senior ones. The important aspect that must be considered was the feeling of mutual trust, ability to communicate effectively, give and take, being open, learning mastery guarantee, the dominance of an individual team member, collaborative ideas, less focused material, egoistic feeling, and lack of self confidence.
IDENTIFIKASI DAN IMPLEMENTASI MENGAJAR DALAM TIM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH Rachman, Maman
Lembaran Ilmu Kependidikan Vol 40, No 1 (2011)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v40i1.2245

Abstract

Sebagai tenaga profesional, guru harus merencanakan, melaksanakan, menilai pembelajaran, membimbing dan melatih peserta didik, serta melaksanakan tugas tambahan. Tujuan penelitian adalah memotret jenis pembalajaran dalam tim  yang diimplentasikan para guru, mendeskripsikan perencanaan yang seharusnya disiapkan para guru, merumuskan keuntungan dan kekurangan pembelajaran dalam tim yang dirasakan para guru dan para siswa, mendeskripsikan hal-hal yang harus diperhatikan para guru dalam melaksanakan pembelajaran dalam tim. Pendekatan penelitian adalah deskriptif dengan unit analisis para kepala/wakil kepala sekolah, dan para guru  SMP, SMA, dan SMK Kota Semarang dengan sampel penelitian sebanyak 84 orang yang ditarik secara acak. Data dikumpulkan melalui kuesioner, dokumentasi, dan wawancara mendalam secara terbatas. Data terkumpul dianalisis dengan memadukan analisis kuantitatif dan kualitatif. Studi ini menunjukan bahwa pembalajaran dalam tim telah banyak diimplentasikan dengan bentuk yang bervariasi: tradisional, kolaboratif,  bimbingan/dorongan, paralel, pemisahan/perbedaan kelas, pengawasan, kelompok anggota, perbedaan sub-kelompok, dan perencanaan individual. Manfaat yang dirasakan oleh para guru adalah saling mengisi materi, saling menutup  kelemahan, menanggulangi pembelajaran yang luas dan kompleks, meningkatkan kerjasama, dan memberi peluang kepada para guru muda bertim dengan guru senior. Aspek penting yang harus diperhatikan adalah pemilikan rasa saling mempercayai, mampu berkomunikasi secara efektif, saling memberi dan menerima, bersikap terbuka, jaminan ketuntasan belajar, dominasi salah seorang tim, penyatuan gagasan/ide, materi kurang fokus, masih ada rasa egois seseorang,dan kurangnya saling percaya diri. Teachers, as professionals, have to plan, implement, and assess learning. Teachers have also to mentor, train students, and perform additional duties as well. One of many ways that can be taken to accomplish the jobs is implementing team teaching. The objectives of the research were to describe the implementation, the planning, and the advantages and disadvantages of team teaching. The study was also aimed for describing the aspects that must be observed by teachers in implementing team teaching.  The study was descriptive with the unit of analysis of principals/vice principals and teachers of junior high schools, senior high schools, and vocational high schools of Semarang (84 people, randomly sampled). The data were collected through a questionnaire, documentation, and limited in-depth interview. The data were analyzed quantitatively and qualitatively. The study showed that team teaching was implemented in various forms: traditional, collaborative, mentoring, parallel instruction, splitting class, monitoring, team members, sub-team difference, and individual plans. The benefits perceived by teachers were that team teaching compensated learning materials, compensated each others’ weakness, tackled a broad and complex learning, enhanced cooperation, and gave opportunities to young teachers to work with the senior ones. The important aspect that must be considered was the feeling of mutual trust, ability to communicate effectively, give and take, being open, learning mastery guarantee, the dominance of an individual team member, collaborative ideas, less focused material, egoistic feeling, and lack of self confidence.
IDENTIFIKASI DAN IMPLEMENTASI MENGAJAR DALAM TIM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH Rachman, Maman
Lembaran Ilmu Kependidikan Vol 40, No 1 (2011)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v40i1.2245

Abstract

Sebagai tenaga profesional, guru harus merencanakan, melaksanakan, menilai pembelajaran, membimbing dan melatih peserta didik, serta melaksanakan tugas tambahan. Tujuan penelitian adalah memotret jenis pembalajaran dalam tim  yang diimplentasikan para guru, mendeskripsikan perencanaan yang seharusnya disiapkan para guru, merumuskan keuntungan dan kekurangan pembelajaran dalam tim yang dirasakan para guru dan para siswa, mendeskripsikan hal-hal yang harus diperhatikan para guru dalam melaksanakan pembelajaran dalam tim. Pendekatan penelitian adalah deskriptif dengan unit analisis para kepala/wakil kepala sekolah, dan para guru  SMP, SMA, dan SMK Kota Semarang dengan sampel penelitian sebanyak 84 orang yang ditarik secara acak. Data dikumpulkan melalui kuesioner, dokumentasi, dan wawancara mendalam secara terbatas. Data terkumpul dianalisis dengan memadukan analisis kuantitatif dan kualitatif. Studi ini menunjukan bahwa pembalajaran dalam tim telah banyak diimplentasikan dengan bentuk yang bervariasi: tradisional, kolaboratif,  bimbingan/dorongan, paralel, pemisahan/perbedaan kelas, pengawasan, kelompok anggota, perbedaan sub-kelompok, dan perencanaan individual. Manfaat yang dirasakan oleh para guru adalah saling mengisi materi, saling menutup  kelemahan, menanggulangi pembelajaran yang luas dan kompleks, meningkatkan kerjasama, dan memberi peluang kepada para guru muda bertim dengan guru senior. Aspek penting yang harus diperhatikan adalah pemilikan rasa saling mempercayai, mampu berkomunikasi secara efektif, saling memberi dan menerima, bersikap terbuka, jaminan ketuntasan belajar, dominasi salah seorang tim, penyatuan gagasan/ide, materi kurang fokus, masih ada rasa egois seseorang,dan kurangnya saling percaya diri. Teachers, as professionals, have to plan, implement, and assess learning. Teachers have also to mentor, train students, and perform additional duties as well. One of many ways that can be taken to accomplish the jobs is implementing team teaching. The objectives of the research were to describe the implementation, the planning, and the advantages and disadvantages of team teaching. The study was also aimed for describing the aspects that must be observed by teachers in implementing team teaching.  The study was descriptive with the unit of analysis of principals/vice principals and teachers of junior high schools, senior high schools, and vocational high schools of Semarang (84 people, randomly sampled). The data were collected through a questionnaire, documentation, and limited in-depth interview. The data were analyzed quantitatively and qualitatively. The study showed that team teaching was implemented in various forms: traditional, collaborative, mentoring, parallel instruction, splitting class, monitoring, team members, sub-team difference, and individual plans. The benefits perceived by teachers were that team teaching compensated learning materials, compensated each others’ weakness, tackled a broad and complex learning, enhanced cooperation, and gave opportunities to young teachers to work with the senior ones. The important aspect that must be considered was the feeling of mutual trust, ability to communicate effectively, give and take, being open, learning mastery guarantee, the dominance of an individual team member, collaborative ideas, less focused material, egoistic feeling, and lack of self confidence.
Co-Authors - Dwijanto, - - Siskandar A.A. Ketut Agung Cahyawan W ACHMAD RIFAI Achmad Rifai RC, Achmad Rifai Achmad Slamet Agitha Gaun Cakrapramesta Nasarani, Agitha Gaun Ali Imron Ali Mahtum, Ali Alkhairunisa, Ayna Ayu Amal Abdillah, Yan Ananda, Ananda Andi Suhardiyanto Ari Suprihatinigsih, Ari Ari Tri Soegito, Ari Tri Aris Munandar Arsal, Triwathy Cahyo Budi Utomo D. W. P., Sucihatiningsih Djoko Widodo Edy Purwanto Endang Sri Kurniatun, Endang Sri Erwin Novianto, Erwin Etty Soesilowati Eva Banowati Hamdan Tri Atmaja Hanik, Ahmad Hanik, Ahmad Hardi Saputro , Iwan Hartono, Untung Hartono, Untung Haryono -, Haryono Hendrajaya Hendrajaya, Hendrajaya Hermawan, Dwi I Gusti Agung Ketut Yoga, I Gusti Agung Ketut Indra Kurniawan Inti Murdaningarso, Inti Jamhari Jamhari Kurniawan, Muhammad Andi Lilik Lestari M. Burhan R Wijaya, M. Burhan Makbuludin Makbuludin, Makbuludin Martien Herna Susanti Masrukhi Masrukhi Masrukhi Masrukhi Munawir Yusuf Murwatiningsih Murwatiningsih, Murwatiningsih Noor Rochman Nurdiana Nurdiana P. Eko Prasetyo Pangestika, Permata Ajeng Paramita, Niken Diah Penny Trianawati, Penny Purwadi Suhandini Rasdi Ekosiswoyo Retnoasih, Putri Risnaedi, Astri Sulistiani Ruhadi Ruhadi Rusdarti - S.Pd. M Kes I Ketut Sudiana . Samsudi . SANTOSO SANTOSO Shadiqin, Bani Sirojudin Munir, Sirojudin Siti Ekowati Rusdini, Siti Ekowati siti Nurindah Sari Slamet Sumarto Sofwan Sofwan Sri Ambarwangi Sunardi - Surtiyoni, Endang Suwito Eko Pramono Suyahmo Suyahmo Tijan Tijan, Tijan Titi Prihatin Totok Rochana Tri Joko Raharjo Tri Marhaeni PA., Tri Tri Marhaeni Pudji Astuti Tutik Wijayanti, Tutik Wahyu Hardyanto Wasino -, Wasino Wasino Wasino Willem Mantja, Willem Wuryati Wuryati, Wuryati Yusuf Falaq, Yusuf