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Dewantara
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education
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Articles 18 Documents
 1   2 
THE ANALYSIS OF ENTREPRENEURSHIP EDUCATION PROFILE FOR EDUCATIOANAL INSTITUTIONS OF HIHGER EDUCATION IN YOGYAKARTA Pujiriyanto, Pujiriyanto
Dewantara Vol 1, No 1 (2013)
Publisher : Dewantara

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Abstract

Purpose: This study aims to describe entrepreneurship education profile (EE Profile) of the five LPTKs in DIY. The research based on strategic role of EE in generating creative entrepreneurs who meets 21st century skills. The main target of the study was to describe; (1). Characteristics of lecturers and students, (2) Competencies to be developed, (3). Learning process, (4). Assessment to be used, (5). Needs of improvement. Methods: The study used quantitative approach this type of survey. The populations were lecturers and students participating in the course come from five LPTK. Data was collected by questionnaire and group discussions (FGD). This study used primary and secondary data collected from 48 lecturers of enterpreneurship and 246 students who joined in the entrepreneurship course. Data was analyzed using simple frequency analysis technique for quantitative data and descritive analysis for the qualitative data. Findings: The results revealed that: (1). Lecturers have minimum teaching experience (on average, 3.45 years). Most of the lecturers hold master degree but 33% of the total lecturers said not match to teach entrepreneurship related with their qualification. Only half of them who have had a certificate in entrepreneurship, but the training was less than 33 % of the total lecturers. Majority of the students (78%) has had appropriate background to be trained on entrepreneurship; unfortunately there are only a few who got training seriously. A few of students (19%) hold a certificate on entrepreneurship but most of them felt less adequate (2). Competencies tend to more focused on creativity and innovation, but less concerned to 21st centuryespecially on collaboration and communication. (3). Majority of students felt impressed that the learning occur innovatively, but students said the learning material was still out of date. ICT was not sufficiently integrated in the learning process to enrich learning materials and process. EE was still taught separately between theory and practice in an average composition of about 57% of theory and 43% of practice, (4). Assessments were still dominated by written tests, even used to assess skills as creativity and innovation that were not appropriate (5). Lecturers and students expressed need to learning model that emphasizes the practice more and reduces the theory. Project based learning tended to be developed and raised as alternative model for EE.   Keywords:entrepreneurship, college, profiles, learning
PROJECT BASED- LEARNING IN TEACHERS’ PERSPECTIVES Trisdiono, Harli
Dewantara Vol 2, No 1 (2014)
Publisher : Dewantara

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Abstract

This study was conducted to determine the teacher 's perspective of project -based learning in Special Region of Yogyakarta. This study is a qualitative research. It describes the teachers? perceptions on project based learning.The data was taken from the sample of 34 teachers through observation, interviews and questionnaires. The perspective of teachers of the learning experience planning constraints on the determination of teaching material according to curriculum implemented using project based learning. In the implementation of the teachers had difficulty in terms of time as project based learning takes a long time, and others feared to disturb the learning process. In terms of assessment, teachers have difficulty doing authentic assessment in the learning process and learning outcomes, especially in the realm of attitudes and skills.The project based learning can improve students' skills in integrating the achievement of competence in the areas of attitude, knowledge, and skills, but requires the readiness of teachers in the planning and control of the time so that the learning can be done well, and students can attain competency knowledge.
THE PREVALENCE OF CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS IN IODINE DEFICIENCY AREA Salim, Abdul
Dewantara Vol 1, No 1 (2013)
Publisher : Dewantara

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Abstract

Purpose:In general, this research aims to recognize the prevalence of CWSN in inclusive elementary school in the ??iodine deficiency area. The findings of this research are expected to be proceeded to the intervention programs that enables teachers to help CWSN education in inclusive elementary schools in iodine deficiency area. Method: The research approach uses descriptive study which is conducted in 57 inclusive elementary schools with school requirements: (a) the school has a Decree of the local Education Authority as a school for inclusive education, (b) there is a child with special needs (CWSN) in this certain school, and (c) the school has had a special teacher for CWSN.Collected data includes: (a) the number of CWSN according to class, gender and classification, (b) inclusive school teacher profiles and required teachers for inclusive education implementation for CWSN. The method of collecting data for CWSN and their classification using a screening method with screening instruments needed from Directorate of Special Education and Special Services Ministry of National Education in 2010. While the teachers data profiles are collected by questionnaire method developed by researchers. The validity of this data collection instruments is using content validity with expert judgment. Data analysis method is using percentage quantitative-descriptive technique. Findings: The results can be concluded that: (a) the type of slow-learning CWSN most followed by child learning disabilities, mild mental retardation, behavior disturbances, autistic, physically disabled, visually impaired and deaf-mute, (b) most of the teachers need guidebooks and inclusive education technical guidance, compensatory services and curriculum modifications, learning and assessment of learning outcomes in inclusive schools of CWSN. Keywords: children with special needs, inclusive education, iodine deficiency
THE AUDIO MEDIUM MODEL OF CHARACTER EDUCATION (MAPK) IN INCREASING THE DISCIPLINE ATTITUDE OF ELEMENTARY SCHOOL’S STUDENTS Purnama, Eka
Dewantara Vol 2, No 1 (2014)
Publisher : Dewantara

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Abstract

This research aims to uncover and describe about the effectiveness of the audio medium of character education in increasing the discipline of attitude in elementary school students in high grade. This type of research is experimental research that takes place in Gunung kidul, Yogyakarta city, Indonesia. The target of research is the fifth grade students in elementary school which consisted of 30 students each class in ponjong II elementary school as the control school and ponjong IV elementary school as the experiment school. Data collected with instruments attitude. the collected data were analyzed by t-test statistical analysis. The research experimentally found out that learning character by utilizing audio medium character education can increase the discipline of students than in conventional learning with an average of 140, 7 and deviation standard 10,83 in control school Ponjong II elementary school and the average standard 6.75 and deviation standard  150,3 in Ponjong IV elementary school.
THE EFFECTIVENESS OF ASSERIVE TRAINING TO INCREASE THE COMMUNICATION SKILLS OF HIGH SCHOOL STUDENTS IN SURAKARTA Asrowi, Asrowi
Dewantara Vol 1, No 1 (2013)
Publisher : Dewantara

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Abstract

Purpose-Assertive communication skill is the ability to express feelings and thoughts clearly and honestly without offending others.Students? behavior such as being afraid of disappointing others,  liked or accepted, or hurting someone else?s feeling make students difficult to express their thoughts and feelings. This research aims to enhance students' skills in assertive communication. Method-This research applied Research and Development approach.The sample of this study were of20 students of grade XI IPA 3 SMA Al Islam 1 Surakarta. The subjects wereselected purposively from 40 students with low average scores of assertive communication skills. Findings-From the results of pretest-posttest, the students' assertive communication skills improved. It was indicated by the results of quantitative analysis by Mann-Whitney U test showing the z values -2.981 and probability (p) 0.003 (? <0.05) and Wilcoxon T test showing the z values ??-3.922 and probability (p) 0.000 (? <0.05). It meant that Assertivensess Training was effective to enhance students' assertive communication skills.   Keywords : Assertiveness Training, Assertive Communication Skills
THE DEVELOPMENT OF THE STORY-BASED MORAL VALUE LEARNING MODEL AT ISLAMIC SENIOR SECONDARY SCHOOLS Subur, Subur
Dewantara Vol 2, No 1 (2014)
Publisher : Dewantara

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Abstract

The objective of this research is to develop the story-based moral value learning model for the students of Islamic Senior Secondary Schools. The story-based learning model is expected to help the teachers and the students to deal with the problem(s) in the moral value learning in terms of concept, activity, and evaluation. The story-based learning model can create a productive and effective learning. This research used the research and development (R&D) procedures, comprising: (1) study-exploration phase, held through observation, in-depth interview, and documentation; (2) model development phase, carried out through validation testing by practitioners and experts? judgments, model revision, and limited and extended trials, and (3) effectiveness testing phase. This research was conducted at State Islamic Senior Secondary Schools and Private Islamic Senior Secondary Schools in Banyumas regency during even and odd semesters 2012-2013. The data of the research were gathered through test, questionnaire, and observation. The data of the research were analyzed by using the quantitative technique of analysis (difference/t test) and the percentage description reflectively. The result of the analysis shows that the competency standard, indicator, strategy, media/source, and evaluation of the moral value learning stated in the syllabus have not reflected the ideal moral value learning concept. In addition, the learning process is very much oriented to cognitive domain. Therefore, the teachers are very much in need of a learning model which can create and encourage the learning motivation and activeness of students in the class and which is effective to reach its objectives.  The findings show that the story-based learning model is very valid and feasible to be a moral value learning model. The effectiveness testing shows that the story-based learning model is able to create a quality learning process and to improve the moral value of students. The response and observation of students also indicate that the teachers and students like the story-based learning model very much. Therefore, the story-based learning model is very suitable to be used in the moral value learning.
THE DEVELOPMENT OF HISTORICAL INSTRUCTION/TEACHING MATERIAL IN SENIOR HIGH SCHOOLS BASED ON LOCAL HISTORY WITH SOI APPROACH Djono, Djono
Dewantara Vol 1, No 1 (2013)
Publisher : Dewantara

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Abstract

Purpose: The purpose of this research is to develop more comprehensive model of historical instructional materials that is a model of local history-based teaching materials and oriented to local historical events. The method used in the development of historical instructional materials is Research and Development (R & D) approach. This research is to formulate a development model of teaching materials on Indonesian history with local history. So the appropriate method in this research is the R & D method/approach.The development of historical materials based on local history will give students an understanding of the historical values ??that occur in their environment so that the understanding level of historical values will more achieve the target in the historical learning objectives. Method: The method used in the development of historical instructional materials is Research and Development (R & D) approach. This research is to formulate a development model of teaching materials on Indonesian history with local history. So the appropriate method in this research is the R & D method/approach. Findings: The developed product is teaching materials about Indonesian history arranged on the concept of SOI (Selecting, Organizing, and Integrating.).  The development of historical teaching materials with SOI begins with the gathering of local historical sources which are relevant to the national curriculum on the  history subjects.  The selection result based on the observations of historical objects and oral sources is combined with existing knowledge of history and sorted which is included in national curriculum. After the materials are selected/sorted then the next stage is to organize them which are suitable with material orders  (basic competence) on nasional curriculum. The last stage before organizing the teaching materials is to combine the local history with national curriculum of history subjects into the historical teaching materials. The product of teaching materials is able to accommodate the materials of local history relating to the basic competence in the national curriculum. Keywords: Teaching,  materials, local history, SOI.
VALUE-BASED EDUCATION MODEL TO BUILD STUDENTS OF INCLUSIVE ELEMENTARY SCHOOL’S CHARACTER Mumpuniarti, Mumpuniarti; Fathurrohman, Fathurrohman; Sukinah, Sukinah
Dewantara Vol 2, No 1 (2014)
Publisher : Dewantara

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Abstract

This research is aimed at developing value learning model to build students? character in elementary schools that conduct inclusion model. This research used R & D (Research & Development) approach and was conducted in two stages. The first stage was a base line study to find out what was needed in value education in schools that conduct inclusive education (need assessment). Based on the assessment, a module was then drafted. After that, the draft was examined regarding its feasibility through a focused-group discussion and a small-scale tryout to an elementary school that conduct inclusive education. The result of this stage was a module draft which was used as a value learning model through story-telling and games. This model was set within seven (7) themes and was integrated to subjects taught in the elementary schools that conduct inclusive education.

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