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All Journal Cakrawala Pendidikan Jurnal Inovasi Teknologi Pendidikan IJIET (International Journal of Indonesian Education and Teaching) Widya Dharma POLYGLOT
Theresia Yunia Setyawan
Sanata Dharma University, Yogyakarta
Education

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PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERSPECTIVES ON PRIMARY YEARS PROGRAM AND ITS IMPLEMENTATION Setyawan, Theresia Yunia
International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1034.326 KB) | DOI: 10.24071/ijiet.v1i1.325

Abstract

As one of the most widely used international primary curricula in the world, the Primary Years Program (PYP) introduced by the International Baccalaureate Organization (IBO) has significantly increased its number of world schools in the Asia Pacific region including Indonesia. With the increased number of IB World Schools in the country, there comes a need to prepare for teachers qualified for teaching using the PYP as their framework. Indonesian higher educational institutions are therefore required to not only prepare teachers qualified in their teaching profession but also those having an open mind towards international education in general. It is important, then, to have insights on what these pre-service teachers think about international primary education, especially about the PYP and its implementation in primary schools in Indonesia. These perspectives will make useful raw data on the characteristics of Indonesian primary pre-service teachers and their readiness to take their professional career in any international primary schools including the IB world schools.doi.org/10.24071/ijiet.2017.010105
MERANCANG RENCANA PEMBELAJARAN TPACK UNTUK SEKOLAH DASAR KELAS BAHASA INGGRIS Setyawan, Theresia Yunia
Widya Dharma: Jurnal Kependidikan Vol 26, No 2 (2014)
Publisher : Widya Dharma: Jurnal Kependidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (6622.461 KB)

Abstract

Pengintegrasian teknologi dalam pembelajaran telah menjadi hal yang sangat umum dalam konteks pendidikan global sekarang ini. Dengan banyaknya jenis teknologi yang tersedia secara luas, guru bahasa Inggris di sekolah dasar harns berhati-hati dalam mendesain pembelajaran bahasa yang mengintegrasikan teknologi dan karenanya juga harus elektif dalam memilih jenis-jenis teknologi yang akan digunakan di dalam kelas. Model Technological Pedagogical Content Knowledge (TPACK) merupakan kerangka yang sangat berguna bagi para guru babasa Inggris di sekolab dasar dalam mengintegrasikan teknologi dalam pembelajaran. Karena proses penyusunan rencana pembelajaran yang sekaligns merupakan proses pengintegrasian teknologi dalam pembelajaran bnkan merupakan bal yang sederhana, artikel studi pustaka ini mencoba untnk mendeskripsikan langkab-langkab yang dapat dilaknkan oleh para guru babasa Inggris di sekolab dasar yang berkeinginan mendesain rencana pembelajaran yang mengintegrasikan teknologi dan yang menggnnakan kerangka TPACK sebagai model.
PRIMARY SCHOOL PRE-SERVICE TEACHERS PERSPECTIVES ON PRIMARY YEARS PROGRAM AND ITS IMPLEMENTATION Theresia Yunia Setyawan
IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 1 (2017): January 2017
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v1i1.325

Abstract

As one of the most widely used international primary curricula in the world, the Primary Years Program (PYP) introduced by the International Baccalaureate Organization (IBO) has significantly increased its number of world schools in the Asia Pacific region including Indonesia. With the increased number of IB World Schools in the country, there comes a need to prepare for teachers qualified for teaching using the PYP as their framework. Indonesian higher educational institutions are therefore required to not only prepare teachers qualified in their teaching profession but also those having an open mind towards international education in general. It is important, then, to have insights on what these pre-service teachers think about international primary education, especially about the PYP and its implementation in primary schools in Indonesia. These perspectives will make useful raw data on the characteristics of Indonesian primary pre-service teachers and their readiness to take their professional career in any international primary schools including the IB world schools.doi.org/10.24071/ijiet.2017.010105
MERANCANG RENCANA PEMBELAJARAN TPACK UNTUK SEKOLAH DASAR KELAS BAHASA INGGRIS Theresia Yunia Setyawan
Widya Dharma: Jurnal Kependidikan Vol 26, No 2 (2014)
Publisher : Widya Dharma: Jurnal Kependidikan

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

Abstract

Pengintegrasian teknologi dalam pembelajaran telah menjadi hal yang sangat umum dalam konteks pendidikan global sekarang ini. Dengan banyaknya jenis teknologi yang tersedia secara luas, guru bahasa Inggris di sekolah dasar harns berhati-hati dalam mendesain pembelajaran bahasa yang mengintegrasikan teknologi dan karenanya juga haruselektif dalam memilih jenis-jenis teknologi yang akan digunakan di dalam kelas. Model Technological PedagogicalContent Knowledge (TPACK) merupakan kerangka yang sangat berguna bagi para guru babasa Inggris di sekolab dasar dalam mengintegrasikan teknologi dalam pembelajaran. Karena proses penyusunan rencana pembelajaran yang sekaligns merupakan proses pengintegrasian teknologi dalam pembelajaran bnkan merupakan bal yang sederhana, artikel studi pustaka ini mencoba untnk mendeskripsikan langkab-langkab yang dapat dilaknkan oleh para guru babasa Inggris di sekolab dasar yang berkeinginan mendesain rencana pembelajaran yang mengintegrasikan teknologi dan yang menggnnakan kerangka TPACK sebagai model.
Designing Essential Questions in the Process of Teaching and Learning to Deepen Understanding and Develop Students’ Awareness toward Environment Irine Kurniastuti; Theresia Yunia Setyawan; Sonialopita Sonialopita
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2018, TH.XXXVII, NO.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.738 KB) | DOI: 10.21831/cp.v37i1.15125

Abstract

Abstrak: Pertanyaan esensial membantu guru dalam memberikan pembelajaran yang fokus dan bermakna bagi siswa. Pertanyaan esensial yang diberikan dengan baik membantu siswa mendapatkan pemahaman yang jelas dan mengembangkan kebiasaan berpikir mereka secara aktif dan kritis. Penelitian ini bertujuan untuk menyusun  pertanyaan esensial  untuk membantu  guru memperdalam  pemahaman  siswa  dan meningkatkan kesadaran siswa terhadap keprihatian terbesar di dunia yakni lingkungan. Penelitian ini dimulai dengan analisa pertanyaan-pertanyaan pada buku guru dan buku siswa Kurikulum 2013 kelas V tema 1 dan subtema 1, khususnya yang berkaitan dengan lingkungan. Selanjutnya melakukan revisi dengan cara menyusun  pertanyaan esensial berdasarkan kriteria yang  disarankan oleh McTighe  dan Wiggins (2013). Pertanyaan esensial yang disusun kemudian direviu, dinilai dan dikomentari dengan menggunakan metode expert judgment. Hasil penelitian menunjukkan lebih dari 65% pertanyaan yang disusun masuk dalam kategori pertanyaan esensial sedangkan 35% lainnya membutuhkan revisi lebih lanjut. Kata kunci: pertanyaan esensial, menanya, kesadaran terhadap lingkungan DESIGNING ESSENTIAL QUESTIONS IN THE PROCESS OF TEACHING AND LEARNING TO DEEPEN UNDERSTANDING AND DEVELOP STUDENTS’ AWARENESS TOWARD ENVIRONMENT Abstract: Essential questions help teachers in delivering  focused and meaningful lessons for students. Good  essential questions will  help students gaining clear understanding and developing  their critical thinking skills as well  as creativity. This research is aiming  at designing  essential questions to help teachers deepening  understanding and developing  students’ awareness towards the world’s  greatest concern, environment. It was started with analysis of questions in the teacher and student books of the2013 Curriculum grade V theme 1 and subtheme 1, especially those related to environmental matters. The next step was doing revisions by designing essential questions based on the criteria suggested by McTighe and Wiggins (2013). The essential questions proposed were then reviewed, graded, and given feedback by using expert judgment methods. The result showed that more than 65% questions proposed were categorized as essential questions while the remaining 35% still needed further revisions. Keywords: essential questions, questioning, awareness toward environment
Primary school pre-service teachers competence level of computational concepts in programming using Dr. Scratch Theresia Yunia Setyawan
Jurnal Inovasi Teknologi Pendidikan Vol 7, No 2 (2020): Oktober
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.893 KB) | DOI: 10.21831/jitp.v7i2.36185

Abstract

This descriptive research aimed at providing a general description of primary school pre-service teachers’ competence level of computational concepts in programming with Scratch using Dr. Scratch. This study analyzed Scratch projects made by 87 sophomore students of the Primary School Teacher Education Program of Sanata Dharma University as part of their Media Pembelajaran Berbasis ICT (MPBICT) course. The projects were then submitted to the Scratch Online Community platform and analyzed using a web tool called Dr. Scratch to analyze their competence level of computational concepts. The analysis results provided by Dr. Scratch showed that 75.86% of the Scratch projects belong to the category of developing projects while 22.99% of them were categorized as master projects, and only 1.15% of the projects could be labeled as basic projects. The results also revealed that the most common bad coding practices identified in the submitted projects were duplicated scripts and object namings. These results indicated that the primary school pre-service teachers of the Primary School Teacher Education Program of Sanata Dharma University had moderate competence level in integrating Scratch computational concepts such as flow control, data representation, synchronization, and user interactivity but the pre-service teachers still needed to be provided with more opportunities to work with other Scratch computational concepts such as abstraction, parallelism, and logic.
THE PRACTICE OF REFLECTIVE PEDAGOGY IN INDONESIAN CLASSROOMS: A SYSTEMATIC REVIEW Setyawan, Theresia Yunia
Polyglot Vol 18, No 2 (2022): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v18i2.4969

Abstract

This was a systematic literature review study aiming at exploring the implementation of the reflective pedagogy paradigm in the Indonesian educational context. The works being reviewed in the study were gathered using Harzing’s Publish and Perish software. The criteria for including the works were being indexed by Google Scholar, published between the last ten years (2012-2021), the most cited works during their year of publication, and published in, at least, peer-reviewed journals. This review excluded conference papers published in proceedings and other works that were not published in journals. The results of the review showed that the reflective pedagogy had been widely used across subject areas and levels of education in Indonesia. It was also found out that, as the fundamental part of the pedagogy, reflection had been regarded as a process where learners looked back at their learning process to identify their experiences and the values they had learned during the process. Based on the results, this study concluded that the implementation of the reflective pedagogy could improve learners’ achievement and awareness of life values and virtues. It also recommended implementing the pedagogy to encourage learners to be autonomous in assessing their learning to prepare themselves to be lifelong learners.Bahasa Indonesia AbstrakIni adalah studi tinjauan pustaka sistematis yang bertujuan untuk mengeksplorasi implementasi paradigma pedagogi reflektif dalam konteks pendidikan Indonesia. Karya-karya yang ditinjau dalam penelitian ini dikumpulkan menggunakan perangkat lunak Harzing's Publish and Perish. Kriteria untuk memasukkan karya sedang diindeks oleh Google Scholar, diterbitkan antara sepuluh tahun terakhir (2012-2021), karya yang paling banyak dikutip selama tahun publikasi mereka, dan diterbitkan setidaknya di jurnal peer-review. Tinjauan ini mengecualikan makalah konferensi yang diterbitkan dalam prosiding dan karya lain yang tidak diterbitkan dalam jurnal. Hasil review menunjukkan bahwa pedagogi reflektif telah banyak digunakan di seluruh bidang studi dan jenjang pendidikan di Indonesia. Ditemukan juga bahwa, sebagai bagian mendasar dari pedagogi, refleksi telah dianggap sebagai proses di mana peserta didik melihat kembali proses belajar mereka untuk mengidentifikasi pengalaman mereka dan nilai-nilai yang telah mereka pelajari selama proses tersebut. Berdasarkan hasil tersebut, penelitian ini menyimpulkan bahwa penerapan pedagogi reflektif dapat meningkatkan prestasi dan kesadaran peserta didik akan nilai-nilai dan kebajikan hidup. Direkomendasikan pula penerapan pedagogi untuk mendorong peserta didik menjadi mandiri dalam menilai pembelajaran mereka untuk mempersiapkan diri menjadi pembelajar sepanjang hayat.
THE PRACTICE OF REFLECTIVE PEDAGOGY IN INDONESIAN CLASSROOMS: A SYSTEMATIC REVIEW Setyawan, Theresia Yunia
Polyglot Vol 18 No 2 (2022): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v18i2.4969

Abstract

This was a systematic literature review study aiming at exploring the implementation of the reflective pedagogy paradigm in the Indonesian educational context. The works being reviewed in the study were gathered using Harzing’s Publish and Perish software. The criteria for including the works were being indexed by Google Scholar, published between the last ten years (2012-2021), the most cited works during their year of publication, and published in, at least, peer-reviewed journals. This review excluded conference papers published in proceedings and other works that were not published in journals. The results of the review showed that the reflective pedagogy had been widely used across subject areas and levels of education in Indonesia. It was also found out that, as the fundamental part of the pedagogy, reflection had been regarded as a process where learners looked back at their learning process to identify their experiences and the values they had learned during the process. Based on the results, this study concluded that the implementation of the reflective pedagogy could improve learners’ achievement and awareness of life values and virtues. It also recommended implementing the pedagogy to encourage learners to be autonomous in assessing their learning to prepare themselves to be lifelong learners.Bahasa Indonesia AbstrakIni adalah studi tinjauan pustaka sistematis yang bertujuan untuk mengeksplorasi implementasi paradigma pedagogi reflektif dalam konteks pendidikan Indonesia. Karya-karya yang ditinjau dalam penelitian ini dikumpulkan menggunakan perangkat lunak Harzing's Publish and Perish. Kriteria untuk memasukkan karya sedang diindeks oleh Google Scholar, diterbitkan antara sepuluh tahun terakhir (2012-2021), karya yang paling banyak dikutip selama tahun publikasi mereka, dan diterbitkan setidaknya di jurnal peer-review. Tinjauan ini mengecualikan makalah konferensi yang diterbitkan dalam prosiding dan karya lain yang tidak diterbitkan dalam jurnal. Hasil review menunjukkan bahwa pedagogi reflektif telah banyak digunakan di seluruh bidang studi dan jenjang pendidikan di Indonesia. Ditemukan juga bahwa, sebagai bagian mendasar dari pedagogi, refleksi telah dianggap sebagai proses di mana peserta didik melihat kembali proses belajar mereka untuk mengidentifikasi pengalaman mereka dan nilai-nilai yang telah mereka pelajari selama proses tersebut. Berdasarkan hasil tersebut, penelitian ini menyimpulkan bahwa penerapan pedagogi reflektif dapat meningkatkan prestasi dan kesadaran peserta didik akan nilai-nilai dan kebajikan hidup. Direkomendasikan pula penerapan pedagogi untuk mendorong peserta didik menjadi mandiri dalam menilai pembelajaran mereka untuk mempersiapkan diri menjadi pembelajar sepanjang hayat.
Co-Authors Irine Kurniastuti Sonialopita Sonialopita