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<![CDATA[ IMPLEMENTASI STRATEGI PETA KONSEP (CONCEPT MAPPING) DALAM PROGRAM TUTORIAL TEKNIK PENULISAN ARTIKEL ILMIAH BAGI GURU ]]>
<![CDATA[Pribadi, Benny Agus]]>;
<![CDATA[Delfy, Refni]]>
<![CDATA[ Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol 16 No 2 (2015) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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<![CDATA[The objective of the study is to develop the design model of the face-to-face tutorial ofthe academic writing course for the teachers by implementing concept mapping strategy. The instructional aims of the course are to facilitate the students to write the academic articles which implement the academic writing standards. The Borg and Gall research and development model was used to develop the intended tutorial program. The model of research and development consist of several steps as follows: (1) Identify instructional goal; (2) conduct an instructional analysis; (3) Analysze students and instructional setting; (4) Determine instructional objectives; (5) Develop assessment instrument; (6) Develop instructional strategies; (7) Develop learning materials; (8) Conduct formative evaluation; (9) Revise the program. It was found that the developed tutorial program on the academic writing course was able to facilitate the students learningin creating academic papers.
Tujuan penelitian ini adalah untuk mengembangkan model desain program tutorial tatap muka pada mata kuliah Penulisan Karya Ilmiah bagi guru.Tujuan pembelajaran pada mata kuliah ini adalah memfasilitasi mahasiswa program PGSD Universitas Terbuka agar mampu menulis artikel ilmiah sesuai standar penulisan karya tulis ilmiah. Model penelitian dan pengembangan Borg, Gall dan Gal diaplikasikan dalam penelitian ini untuk mendesain dan mengembangkan model desain program tutorial tatap muka pada mata kuliah Penulisan Karya Ilmiah bagi guru. Langkah-langkah model penelitian dan pengembangan yang digunakan meliputi:(1) mengidentifikasi kompetensi umum; (2) melakukan analisis instruksional; (3) melakukan analisis siswa dan setting pembelajaran; (4) menulis kompetensi khusus; (5) mengembangkan instrumen penilaian; (6) mengembangkan strategi pembelajaran; (7) mengembangkan bahan pembelajaran; (8) melakukan evaluasi formatif; (9) merevisi program pembelajaran. Hasil penelitian menunjukkan bahwa implementasi model desain program tutorial tatap muka mata kuliah teknik mpenulisan karya ilmiah dapat memfasilitasi proses belajar mahasiswa dalam menulis artikel ilmiah. Selain itu pemanfaatan strategi peta konsep meningkatkan minat dan motivasi belajar mahasiswa dalam mempelajari teknik penulisan karya ilmiah.]]>
<![CDATA[ PENDEKATAN KONSTRUKTIVISTIK DAN PENGEMBANGAN BAHAN AJAR PADA SISTEM PENDIDIKAN JARAK JAUH ]]>
<![CDATA[A Pribadi, Benny]]>;
<![CDATA[Sjarif, Edy]]>
<![CDATA[ Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol 11 No 2 (2010) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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<![CDATA[Distance learning university has unique characteristics. One of them is the amount of student which is usually larger than the conventional university. In order to serve its students better, both academic and administrative, the distance learning university usually applies a uniform approach in designing students learning activities. The approach covers learning process and examination components. The reason of using this approach is mainly based on managerial factors. The uniform approach which is associated with behavioral learning theory limit the creativity of distance students to construct their knowledge. It is necessary for the distance learning students to have a broad spectrum of knowledge used in daily professional activities. The purpose of the present paper is to elaborate the possibilities of using other approaches that will be able to enhance student knowledge. Instead of using uniform or behavioral approach, there are possibilities to apply a constructivism theory in printed learning material to be used distance learning system.]]>
<![CDATA[ PENGEMBANGAN PROGRAM TUTORIAL VIA MEDIA TEKNOLOGI VIDEO CONFERENCE DALAM SISTEM PENDIDIKAN JARAK JAUH (SPJJ) ]]>
<![CDATA[Pribadi, Benny Agus]]>
<![CDATA[ Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol 15 No 1 (2014) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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<![CDATA[The aim of this research is to develop a model of tutorial delivered through video conference. A formative evaluation model of Dick, Carey and Carey was implemented in this developmental research. This model of formative consists of some systematic phases such as: need analysis, designing a prototype of the program, one-to-one try out with individual student and small group evaluation. The result of the study reveals that the video conference learning materials should be designed and developed based on several factors instructional objectives, potential of the video conference as a delivery system, course characterstics and instructional media support.
Tujuan dari penelitian ini adalah untuk mengembangkan model tutorial disampaikan melalui video conference. Sebuah model evaluasi formatif dari Dick, Carey dan Carey dilaksanakan dalam penelitian perkembangan ini. Model formatif terdiri dari beberapa tahap sistematis seperti: analisis kebutuhan, merancang prototipe program, satu-ke-satu mencoba dengan individu siswa dan evaluasi kelompok kecil. Hasil penelitian menunjukkan bahwa bahan pembelajaran video conference harus dirancang dan dikembangkan berdasarkan beberapa faktor - tujuan instruksional, potensi konferensi video sebagai sistem pengiriman, tentu saja characterstics dan instruksional dukungan media.]]>
<![CDATA[PENILAIAN PERFORMA DALAM PEMBELAJARAN SAINS ]]>
<![CDATA[Purnama, R. Dicky Agus]]>;
<![CDATA[Pribadi, Benny Agus]]>
<![CDATA[ Jurnal Pendidikan Vol 15 No 1 (2014) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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<![CDATA[This article will elaborate the use of performance assessment to measure students competencies in learning science. What type of performance assessment appropriate to assess students learning outcome of science? The answer of this question is necessary for the teachers to determine the best assessment technique in science. Basically science can be considered as the root of knowledge and technology. Learning activities in science should be designed in order to facilitate students learning. It is a constructive process which requires students to study concepts inductively. Learning activities in science should be based on constructivism learning theory which encourages students to build their own knowledge and to apply it in the real world. Learning science should involve several essentials activities such as student involvement (engagement); extracting knowledge (exploration); presenting the findings (explanation); understanding knowledge (elaboration); and achievement learning competencies (assessment). It is necessary to implement performance assessment to measure the students learning outcome in science.
Penulisan artikel ini bertujuan untuk mengelaborasi implementasi penilaian performa siswa untuk mengukur kemampuan siswa dalam mempelajari isi atau mata pelajaran sains. Bentuk penilaian seperti apa yang diperlukan untuk mengetahui kompetensi siswa setelah mempelajari mata pelajaran sains? Jawaban terhadap pertanyaan ini sangat diperlukan untuk dapat merancang dan mengembangkan sistem penilaian untuk mengukur kemampuan siswa dalam mata pelajaran sains. Sains atau science pada hakekatnya merupakan akar perkembangan ilmu pengetahuan dan teknologi (iptek). Pembelajaran sains pada semua jenjang pendidikan perlu dirancang agar menarik dan bermakna bagi siswa. Aktivitas dalam pembelajaran sains harus memanfaatkan pendekatan dan teori belajar konstruktivistik yang mendorong siswa dapat membangun pengetahuan dan mengaplikasikannya dalam dunia nyata. Pembelajaran sains berbasis teori belajar konstruktivistik bercirikan belajar seperti: Keterlibatan siswa (engagement); penggalian pengetahuan (exploration); penjelasan (explanation); penjabaran (elaboration); dan penilaian (assessment). Dalam aktivitas pebelajaran sains berbasis teori belajar konstruktivistik penilaian hasil belajar menekankan pada performa siswa dalam mengintegrasikan pengetahuan-fenomena alam. Artikel ini akan mengupas implementasi konsep penilaian performa atau performance assessmentdalam pembelajaran sains berbasis teori belajar konstruktivistik.]]>
<![CDATA[TES PERFORMA DAN KECERDASAN MAJEMUK ]]>
<![CDATA[Pribadi, Benny Agus]]>;
<![CDATA[Lestari, Sri]]>
<![CDATA[ Jurnal Pendidikan Vol 12 No 1 (2011) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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<![CDATA[Learning paradigm had been shifted to "student centered in which teacher or instructor role is more as facilitators who help students develop optimal potential. In order to be effective teacher needs to better understand all potentials of students. One form of the potential is multiple intelligences. To determine the learning achievement, the assessment should cover multiple intelligence-based learning outcomes which are performance tests. Variety of performance tests can be used to assess the actual performance or learning outcomes achieved by students.]]>
<![CDATA[IMPLEMENTING CONSTRUCTIVISM LEARNING THEORY IN ONLINE TUTORIAL ]]>
<![CDATA[Pribadi, Benny A]]>;
<![CDATA[Surtiani, Anis]]>;
<![CDATA[Ichwan, Ichwan]]>
<![CDATA[ Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol 19 No 1 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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DOI: 10.33830/ptjj.v19i1.p13-18.2018
<![CDATA[The advanced development of information and communication technologybrings a significant impact on the way of how human learn. The e-learning orInternet-based and online learning has been widely used in a variety of learning activities as a suplement to the conventional in-class learning, flipped classroom etc. The term e-learning refers to learning activities conducted by the use ofInternet. Universitas Terbuka (UT) utilizes e-learning program in the form of online tutorial. The online tutorial is basically a form of learning support provided by UT to facilitate student to learn. The online tutorial consists of three major learning activities including reading, discussion and assignment. During online tutorial student must complete the assigned activities and interaction with peers, tutor and digital learning resources. Online tutorial can be seen as an instrumental tool that provide an opportunity for students to expandhis/her knowledge and skills beyond the provided printed and digital module. Tutors should be able to design online learning programs that can be used to facilitate students in expanding their knowledge and skills. The purpose of this study is to elaborate conceptually the use of constructivism learning theory in online tutorial of the open and distance learning higher institution.]]>
<![CDATA[PENGEMBANGAN BUKU AJAR MODULAR UNTUK PENDIDIKAN ANAK BERBAKAT ]]>
<![CDATA[Benny A. Pribadi]]>;
<![CDATA[Asnah Said]]>;
<![CDATA[Surachman Dimyati]]>
<![CDATA[ Jurnal Pendidikan Vol. 16 No. 1 (2015) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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DOI: 10.33830/jp.v16i1.303.2015
<![CDATA[Tujuan dari penelitian ini adalah untuk mengembangkan materi pembelajaran modular yang dapat digunakan sebagai model untuk mendukung program pendidikan untuk siswa berbakat. Penelitian dan pendekatan pembangunan, dikeemukakan oleh Borg, Gall dan Gall (2007), digunakan untuk mengembangkan materi. Borg, Gall dan Gall menyarankan untuk menerapkan sepuluh langkah dari Dick, Carey dan Carey (2010) model untuk mengembangkan bahan ajar. Sepuluh langkah tersebut meliputi: (1) mengidentifikasi tujuan isntructional; (2) melakukan analisis instruksional: (3) mengidentifikasi perilaku entri; (4) menulis tujuan performace; (5) mengembangkan kriteria referensi tes; (6) mengembangkan strategi pembelajaran; (7) mengembangkan dan memilih bahan pembelajaran; (8) mengembangkan dan melakukan evaluasi formatif; (9) merevisi instruksi; (10) mengembangkan dan melakukan evaluasi sumatif. Kesepuluh langkah ini digunakan untuk mengembangkan pendekatan modular bahan ajar yang dapat digunakan untuk meningkatkan pengetahuan dan keterampilan para guru dan pendidik dalam merancang program pembelajaran untuk anak-anak berbakat.]]>
<![CDATA[PENILAIAN PERFORMA DALAM PEMBELAJARAN SAINS ]]>
<![CDATA[R. Dicky Agus Purnama]]>;
<![CDATA[Benny Agus Pribadi]]>
<![CDATA[ Jurnal Pendidikan Vol. 15 No. 1 (2014) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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DOI: 10.33830/jp.v15i1.374.2014
<![CDATA[This article will elaborate the use of performance assessment to measure students competencies in learning science. What type of performance assessment appropriate to assess students learning outcome of science? The answer of this question is necessary for the teachers to determine the best assessment technique in science. Basically science can be considered as the root of knowledge and technology. Learning activities in science should be designed in order to facilitate students learning. It is a constructive process which requires students to study concepts inductively. Learning activities in science should be based on constructivism learning theory which encourages students to build their own knowledge and to apply it in the real world. Learning science should involve several essentials activities such as student involvement (engagement); extracting knowledge (exploration); presenting the findings (explanation); understanding knowledge (elaboration); and achievement learning competencies (assessment). It is necessary to implement performance assessment to measure the students learning outcome in science. Penulisan artikel ini bertujuan untuk mengelaborasi implementasi penilaian performa siswa untuk mengukur kemampuan siswa dalam mempelajari isi atau mata pelajaran sains. Bentuk penilaian seperti apa yang diperlukan untuk mengetahui kompetensi siswa setelah mempelajari mata pelajaran sains? Jawaban terhadap pertanyaan ini sangat diperlukan untuk dapat merancang dan mengembangkan sistem penilaian untuk mengukur kemampuan siswa dalam mata pelajaran sains. Sains atau science pada hakekatnya merupakan akar perkembangan ilmu pengetahuan dan teknologi (iptek). Pembelajaran sains pada semua jenjang pendidikan perlu dirancang agar menarik dan bermakna bagi siswa. Aktivitas dalam pembelajaran sains harus memanfaatkan pendekatan dan teori belajar konstruktivistik yang mendorong siswa dapat membangun pengetahuan dan mengaplikasikannya dalam dunia nyata. Pembelajaran sains berbasis teori belajar konstruktivistik bercirikan belajar seperti: Keterlibatan siswa (engagement); penggalian pengetahuan (exploration); penjelasan (explanation); penjabaran (elaboration); dan penilaian (assessment). Dalam aktivitas pebelajaran sains berbasis teori belajar konstruktivistik penilaian hasil belajar menekankan pada performa siswa dalam mengintegrasikan pengetahuan-fenomena alam. Artikel ini akan mengupas implementasi konsep penilaian performa atau performance assessmentdalam pembelajaran sains berbasis teori belajar konstruktivistik.]]>
<![CDATA[TES PERFORMA DAN KECERDASAN MAJEMUK ]]>
<![CDATA[Benny Agus Pribadi]]>;
<![CDATA[Sri Lestari]]>
<![CDATA[ Jurnal Pendidikan Vol. 12 No. 1 (2011) ]]>
Publisher : <![CDATA[LPPM Universitas Terbuka ]]>
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DOI: 10.33830/jp.v12i1.491.2011
<![CDATA[Learning paradigm had been shifted to "student centered in which teacher or instructor role is more as facilitators who help students develop optimal potential. In order to be effective teacher needs to better understand all potentials of students. One form of the potential is multiple intelligences. To determine the learning achievement, the assessment should cover multiple intelligence-based learning outcomes which are performance tests. Variety of performance tests can be used to assess the actual performance or learning outcomes achieved by students.]]>
<![CDATA[The Effect of Jigsaw Type of Cooperative Learning Model on Concepts Understanding and Critical Thinking Skills of Students in Class V SD Negeri 112146 Janji in the Science Lesson, Academic Year 2021/2022 ]]>
<![CDATA[Aland Wijaya Kusuma]]>;
<![CDATA[Adi Sutopo]]>;
<![CDATA[Benny Agus Pribadi]]>
<![CDATA[ Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 5, No 2 (2022): Budapest International Research and Critics in Linguistics and Education, May ]]>
Publisher : <![CDATA[BIRCU ]]>
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DOI: 10.33258/birle.v5i2.5147
<![CDATA[This study aims: (1) To determine the level of students' conceptual understanding after jigsaw type cooperative learning. (2) To determine the level of students' thinking ability after jigsaw type cooperative learning. (3) To determine the effect of jigsaw type learning method on concept understanding ability. (4) To determine the effect of the jigsaw learning method on critical thinking skills. The type of experimental research used is Quasi-Experimental. The research subjects consisted of 80 students. Samples were taken from the subject population consisting of 40 students in class V a (control group) and 40 students in class V b (experimental group). The results showed that the jigsaw method significantly affected the understanding of concepts and thinking skills of the fifth grade students of SDN 112146 Janji in social studies subjects. The activity of understanding the concept and thinking skills of the experimental class students reached very high criteria, while in the control class it only reached the sufficient criteria. The average posttest score of the experimental group was better than the control group. The mean posttest of the experimental group was 74.13 and the mean posttest of the control group was 66.23. This shows that the gain index <g> of the experimental group is 73.45 (high) while the <g> of the control group is 65.62 (medium). The results of the t-test show that the value of tcount (2,272) > ttable (1,990) means that the Jigsaw method has an effect on social studies learning outcomes and the value of Sig. (2-tailed) < 0.05 that is 0.026. These results conclude that there is a significant difference between the learning outcomes of the experimental class and the control class.]]>
