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<![CDATA[THE SOCIAL PERSONALITY AUTONOMY COMPETENCE AMONG JUNIOR HIGH-SCHOOL STUDENTS ]]>
<![CDATA[Sinaga, Juster Donal]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.621
<![CDATA[The autonomy competence in the social personality of the adolescents became one of the development aspects which must be urgently acquired by adolescents. Failure to be autonomous in the social personality during the adolescence period would have bad impact in the subsequent ages. The aims of the research were (1) to describe the level of autonomy competence of social personality in one of private Junior High schools, (2) to identify the items of the Inventory of Adolescent Social Personality Autonomy Competence (IASPAC) in the low and very low categories as the base to propose the topics of social personality guidance in one of the private junior high schools in Yogyakarta. The research subjects were the 141 students in grades VII, VIII, and IX. The research instrument was Inventory of Adolescent Social Personality Autonomy Competence (IASPAC) numbering 39 items which were composed by the researcher on the ground of the autonomy competence standards in the American School Counselor Association (ASCA) model, at the reliability value of 0.935. The data analysis was descriptive analysis with the categorization of the average numbers. The research result showed that as a whole the autonomy competence in the social personality of the students in one of the private junior high-schools in Yogyakarta was categorized as ‘autonomous’, with the following details, 18 students (12.7%) were categorized as ‘very high’, 104 students (73.7%) were categorized as ‘high’, 19 students (13.48%) were categorized as ‘medium’, and none of the students were categorized as ‘low’ and ‘very low’. There were many differences in the average of the social personality autonomy competence among the grade VII, VIII, and IX students. The grade VII students’ level of social personality autonomy competence was higher than that of the grade VIII and IX students. The other finding was that there were 10 items of the IASPAC with the lowest scores. These items would be used as the basis to propose topics for classical guidance of the social personality. DOI: https://doi.org/10.24071/ijiet.2017.010202]]>
<![CDATA[DEMOCRATIC EDUCATION THROUGH HISTORY LEARNING USING SOCIAL HISTORY TEACHING MATERIALS ]]>
<![CDATA[Kurniawan, Hendra]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.631
<![CDATA[The democracy practice could grow when the nation’s generation had history awareness and be a good citizen. So the democratic education should be developed, one of the ways was through history learning in schools. Social history teaching materials, especially regarding women and ethnic was full of democratic values, there were freedom and egalitarian. Various experiences and problems of democracy could not be separated from society life since ancient era. By understanding the social dynamics through history learning, the young generation was expected to be wise in determining the democracy continuity for nation’s future.DOI: https://doi.org/10.24071/ijiet.2017.010205]]>
<![CDATA[FERTILIZING BARE LAND AND EX- MINES AS A WAY TO EDUCATE STUDENTS TO LOVE THE EARTH ]]>
<![CDATA[Karnedi, Dieng]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.623
<![CDATA[Ecological destruction is very real today. It is increasing day by day along with many causes. Deforestation and mining are two of them, which truly threaten not only humans but also the environment and biodiversity. To gain awareness and knowledge about ecological destruction and to achieve ecological conversion, action and research study is needed. Related to this concern everyone, including students, must be involved. The aim of this article is to offer a methodical study which is based on research study. Its study is also integrated toward Arbuscular Mycorrhiza Fungi (AMF) which is associated toward pioneer plant like Koro Hijau (Macrotyloma uniflorm) as a unique technology to fertilize bare land and ex-mining. This study can be applied toward senior high school students specifically grade X related to microbiology subject or grade XII related to the growth and development of plants subject. The approach of this study is best applied in practicum class after students have received basic understanding on its subject in theoretical class. AMF application toward pioneer plants to solve bare land and ex-lime mine problems is one of the research studies which is applicable toward education method in school level. Following its method, students are not only able to gain their theoretical and practical knowledge but also able to empower their passion and preference to love and care about environment and earth.DOI: https://doi.org/10.24071/ijiet.2017.010203]]>
<![CDATA[UTILIZING AUDACITY AUDIO-RECORDING SOFTWARE TO IMPROVE CONSECUTIVE AND SIMULTANEOUS INTERPRETING SKILLS ]]>
<![CDATA[Sumarni, Laurentia]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.634
<![CDATA[In interpreting, the biggest problem is the evaluation of students’ performance in consecutive interpreting and simultaneous interpreting. The large number of students in the class leads to the small amount of time distributed to evaluate students’ interpreting effectively. To overcome this problem, the Audacity audio-recording software is used to help students practice interpreting independently and to help the lecturer to conduct interpreting tests simultaneously. The classroom action research aims to find out how the teaching learning process is conducted and how the students use Audacity to improve their consecutive and simultaneous interpreting skills. This research was conducted to 25 seventh-semester students taking the Interpreting class. The research instruments were Reflection Sheet and Lecturer’s Field Notes. From the students’ reflection and Lecturer’s Notes, most students understood the phases of interpreting and some students were still confused to differentiate between consecutive and simultaneous interpreting. The skills that they developed during the course were concentrating, listening, taking notes, paraphrasing, and public speaking. The use of Audacity was able to help them practice consecutive and simultaneous interpreting skills. An in-depth research to find out students’ perception on the use of Audacity to improve their consecutive and simultaneous interpreting skills must be conducted.DOI: https://doi.org/10.24071/ijiet.2017.010208]]>
<![CDATA[CROSSCUTTING RELIGIOUS EDUCATION FOR A BETTER SELF-UNDERSTANDING AS A RESPONSE TO RELIGIOUS EXTREMISM ]]>
<![CDATA[Andreas, Setyawan]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.624
<![CDATA[Interreligious education has been recognized as alternative for mono-religious and multi-religious education in the Western World since 1990’s. This model underscores plurality both as a part of departure and as a possible result of religious education and at the same time it avoids a purely objective approach to the multitude of religions. However, there has been hardly any trace of interreligious education in Indonesia and in fact, even some people agree to abolish mono-religious education in the schools, which is considered to be vulnerable to favouritism and communal tensions. This study proposes a certain way of learning called cross-cutting religious education which may be applied within mono-religious model. The main concern is the following research questions: To what extent can crosscutting religious education lead to moderation and how can it provide cognitive, affective, and attitudinal dimensions which are required to restrain the tendency of religious extremism? The author argues that a crosscutting religious education in high schools through religious literature provides a better self-understanding which in the long term reduces the tendency of religious extremism. Thus, the study shows a method of hermeneutics which results in a better self-understanding of certain religious tradition based on the reading of different religious tradition texts.DOI: https://doi.org/10.24071/ijiet.2017.010204]]>
<![CDATA[FOSTERING LEARNING AUTONOMY THROUGH THE IMPLEMENTATION OF FLIPPED LEARNING IN LANGUAGE TEACHING MEDIA COURSE ]]>
<![CDATA[Wulandari, Mega]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.636
<![CDATA[Dealing with millennial generations, it is essential that educators adjust the educational paradigm in order to adapt to the needs of students in the digital age as it is today. This research studied about the implementation of flipped classroom learning model in Language Teaching Media (LTM) to foster fifth semester students’ learning autonomy in English Teacher Education Study Program, Sanata Dharma University. Through the implementation of flipped classroom using Learning Management System (LMS), it is expected to model innovative teaching strategies, such as flipped classrooms, in an effort to prepare preservice teachers for 21st century education. Findings from this research indicated positive perception towards flipped classroom in fostering learning autonomy in terms of planning, classroom engagement and self-evaluation.DOI: https://doi.org/10.24071/ijiet.2017.010209]]>
<![CDATA[THE IMPROVEMENT OF TRUTH, JUSTICE, DIVERSITY, AND HUMAN DIGNITY VALUES TROUGH PPKMB PROGRAM ON PHYSICS EDUCATION STUDENTS ]]>
<![CDATA[Suparno, Paul]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.633
<![CDATA[Sanata Dharma University Physics students are supposed to improve Sanata Dharma main values: truth, justice, diversity, and human dignity. The improvement is done through PPKMB program, a character building program in one semester. This research wants to see whether this program succeeded or not. The research used 42 physics students as sample. The PPKMB program is used as a treatment. The research applied some instruments such as questionnaires, field notes, and student report on their project. Data were analyzed quantitatively and qualitatively. The results show that the truth, justice, and diversity values improved, the human dignity value was not significantly different, and according to the students this program was useful and successful.DOI: https://doi.org/10.24071/ijiet.2017.010207]]>
<![CDATA[JUNIOR HIGH SCHOOL STUDENTS’ ABILITY TO APPLY ALGEBRA IN REAL-WORLD PROBLEMS ]]>
<![CDATA[Agasi, Georgius Rocki]]>;
<![CDATA[Wahyuono, Yakobus Dwi]]>;
<![CDATA[Rudhito, Marcellius Andy]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.662
<![CDATA[In accordance with the 2013 curriculum that uses Scientific Approach where students learn using the 7M method (Observing, Questioning, Trying, Gathering Information, Reasoning, Concluding, and Communicating), the real problem is a tool which is considered fairly important to be used in learning. Mathematical modeling is an approach in which students bring real problems into mathematical problems. Algebra is an important tool used in modeling a real problem into a mathematical problem. Students are asked to observe the environment around them and then asked to make their mathematical model in an algebraic form. The subjects in this study were 21 eighth-grade students of Pangudi Luhur Junior High School in Srumbung, Magelang, Central Java, Indonesia. This research uses Qualitative Approach. The result of this study found that most students are able to create algebraic forms from the environment they have observed, but there are still difficulties. Some groups still need quite a lot of help from teachers but some also need a little help from teachers.]]>
<![CDATA[PPR IMPLEMENTATION IN MICRO TEACHING COURSE TO IMPROVE STUDENTS’ CONFIDENCE AND COMPASSION ]]>
<![CDATA[Pratini, Haniek Sri]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.619
<![CDATA[This research aims to describe the implementation of Paradigm of Reflective Pedagogy (PPR) in Micro Teaching course by providing experiences to students to facilitate learning with more compassion and careful time management for effective learning. By implementing PPR in Micro Teaching course, students are expected to have Competence (the ability to perform basic teaching skills),  Conscience (confidence in performing the basic teaching skills), and Compassion (concern to the students’ responses in the learning process). The implementation results showed that out of 22 students, as many as 16 students (72.73%) got A’s and 6 students (27.27%) got B’s. The average score on Competence aspect was 82, 89 on Conscience aspect and 84 on Compassion aspect.DOI: https://doi.org/10.24071/ijiet.2017.010201]]>
<![CDATA[THE CONTEXTS OF THE STUDENT TAKING THE MICRO TEACHING CLASS ]]>
<![CDATA[Julie, Hongki]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i2.632
<![CDATA[In this paper, the researcher would only present the results obtained by the researcher related to the context of students. To find out the context of the students who took this course, the researcher did the taking: (1) find the students’ hometown data and the students’ GPA from the Sanata Dharma Academic Information System (SDAIS), and (2) make a questionnaire consisting of four questions filled by students at the first meeting. The results of this research was as follows: (1) ten students came from Java Island and nine students came from outside Java Island, (2) six students had GPA above 3.00 and thirteen students had GPA below 3.00, (3) eleven students said that their vocation was to be a teacher when they first chose this program, (4) there were 13 students who experience change of vocation, and (5) there were eighteen students who stated that their obstacles in taking this lecture were “I had not "settled" with myself,†while one other student said that “mastering teaching materials was my obstacle in taking this lecture.â€Â DOI: https://doi.org/10.24071/ijiet.2017.010206]]>
