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Proceeding of International Conference on Teacher Training and Education
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 184 Documents
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A Proposed Model for Strategic Planning in Technology and Vocational Education *, Suharno; *, Ranto; Prawiro, Bambang; Sudibyo, C.
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This paper describes the methods of strategic planning for Technology and Vocational Education (TVE).For this purpose, the SWOT method has been used, integrated with the Balanced Score Card. The steps taken in this study were: first, conducting a SWOT analysis qualitatively; second, doing a SWOT research quantitatively; and third, using the Balanced Score Card to formulate the strategic issues and determine the effective strategy for organization. The object of this study was the Mechanical Engineering Education (MEE) Study Program and Civil Engineering Education (CEE) Study Program in Faculty of Teacher Training and Educational of Sebelas Maret University of Indonesia. The subjects of this study were the planning team, heads of the study programs, and their students. The result shows that SWOT method integrated with the Balanced Score Card can be used effectively to find out the exact strategic issues. Based on these strategic issues, the planning team can easily formulate the strategic planning in each study program.
Providing Variations of Learning Modalities to Scaffold Pre-Service EFL Teachers in Designing Lesson Plan Setyono, Budi
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The present study reported self-reflective study on Instructional Design (ID) course at an English Education Department, East Java in a period of one semester.  In this study, I did self-reflection throughout the whole process of my teaching program applying variations of learning modalities. This self-reflection examined the problems experienced by pre-service teachers in designing lesson plan, examined impacts of implementing variations of learning modality in scaffolding the construction of group and individual lesson plan, and described response made by course participants having joined ID course. The data collection technique used to elicit problems faced by pre-service teachers in designing lesson plan were document analysis of lesson plan and conference with pre-service teachers. Field notes and diary were used to collect data about how variations of learning modalities (i.e. modelling, peer collaboration, individual task) help pre-service teachers design lesson plan. Written reflection made by pre-service teachers was used to collect data about responses towards ID course. The findings revealed that variations of learning modalities could help pre-service teachers in the process of writing effective lesson plan. Through modelling, pre-service teachers could recognize deeply about the features of lesson plan structure. Through collaboration, students could acquire both social skills (communication skill, responsibility, trust, respect, care, and tolerance) and academic skills (ability to create effective lesson plan). In independent task, pre-service teachers became more self-directed learners and gained confidence in accomplishing the task. The result of critical reflection revealed that pre-service teachers responded positively towards variations of learning modalities provided in ID course.  
Classroom Management Skills of Physics Student Intern in SMK Negeri 5 Jember Handayani, Rif’ati Dina
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Classroom management is one of the tasks of teachers that are intended to create a conducive learning environment for students in the classroom. Classroom management skills have taken in this study is the skills related to the creation and maintenance of optimal learning conditions, and skills related to the development of learning conditions. To expand the ability of physics teacher candidate in classroom management, there was applied a lesson study. The subjects of this research are physics teacher candidates who are intern in SMKN 5 Jember. Data were taken by observation sheet, recording, and interviews. The assessment showed that the student intern has good score of 4.45 (scale 5.0).
Developing A Model for Teaching Speaking Using Cooperative Learning *, Ngadiso
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The paper is aimed at: (1) finding out the weaknesses of the existing model for teaching speaking; (2)developing a model for teaching speaking using cooperative learning; and (3) finding out whether a model for teaching speaking using cooperative learning is more effective than the existing model for teaching speaking. It is an educational research and development (R & D) for developing a model for teaching speaking using cooperative learning. The research was conducted at the first semester of English Education Department of Graduate School UNS Solo. The steps consist of: (1) studying the existing model for teaching speaking to find the weaknesses of the existing model for teaching speaking using observation, interview, and questionnaire; (2) developing a model for teaching speaking using cooperative learning (trying out the model in speaking class: observation and FGD); and (3) field testing the model to find out whether a model for teaching speaking using cooperative learning is more effective than the existing model for teaching speaking. The paper reveals the following: (1) the weaknesses of the existing model for teaching speaking are as follows: (a) it is dominated by lecturing which is boring and difficult to understand; (b) it is monotonous because of lack of various models or methods; (c) the topic is not interesting; (d) the task is mostly individual; (e) discussion is rarely used; (f) the students are passive; and (g) there is lack of speaking practices and exercises; (2) developing a model for teaching speaking using cooperative learning as follows: (a) planning: to choose the topic to speak by using think and talk in groups (TTW: think, talk, and write) or think in pairs (TPS: think, pair, and share); (b) outlining: to discuss in groups or pairs the main points which will be used to develop the topic; (c) drafting: to practice in groups or pairs developing the main points into dialogue, conversation, or role play; (d) revising/editing: using peer editing/exchange/correction or group work to check the mistakes in: content, organization, grammar, vocabulary, and pronunciation (all indicators of speaking skill); and (e) sharing: the group or pair presentation while the other groups and lecturer give comments and correction; and (3) a model for teaching speaking using cooperative learning is more effective than the existing model for teaching speaking because: (a) the students are more interested or motivated to speak in groups or pairs; (b) the students are more active working in groups or pairs; (c) the students are not ashamed to make mistakes; (d) the students learn from their peers and lecturer; and (e) it can develop all indicators of speaking.
Spatial Modeling for Learning Media of Tsunami Risk Reduction in The Field of Education Rindarjono, Mohammad Gamal; *, Wakino
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This research aims at reducing the risks of tsunami by (1) optimizing the learning media of earthquake and tsunami disaster mitigation, (2) designing Disaster Risk Reduction (DRR), and (3) applying community-based disaster risk management through spatial modeling to students. Through the activities, the students are expected to comprehend the early detections of tsunami and mitigation efforts that need to be made. The methods employed are conducting survey at lowland areas in Pacitan which are vulnerable to tsunami disaster, mapping tsunami-prone areas, constructing the map of tsunami disaster risks. By applying Geospatial Information Technology a tsunami model and its impacts are created at the lowlands in Pacitan. The preliminary data are taken by using either remote sensing imagery or aerial photography in which the image processing has been conducted before. The results of this application will be used to train teachers in the Teacher Networks (MGMP—Musyawarah Guru Mata Pelajaran) of Geography and Guidance and Counseling (BP) subjects. This research will be carried out in three stages, comprising the identification of DRR media, the practice of DRR using spatial information technology, particularly spatial modeling, and the simulation of tsunami disaster mitigation.
Understanding Ambiguous Meaning and Sound Through The Learning Materials of Micro linguistics Utari, Aisyah Ririn Perwikasih
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Since language is universal, its linguistic components also can be learnt universally. Ambiguity happens to any kind of language. It can be both written and spoken. Written words, phrases or sentences can be analyzed both lexically and structurally. Spoken ones can be analyzed through its lexical, structural, and sound meaning. Ambiguous meaning in written language can be solved through some contextual analysis, while in spoken language, both contextual analysis and sound focus and clearness are needed. Microlinguistics provides the basic language features which cover phonetics, phonology, morphology, syntax, and semantics. Commonly, ambiguity deals with meaning and sound. If the sound is unclear, the meaning will be unclear as well. Phonetics and phonology can solve the students’ problems of having ambiguous meaning because of sound. Syntax and semantics can solve the wrong interpretation of particular language especially English, both lexically and structurally. In the learning activity, students are facilitated with materials which are presented through power point of the features they need to know in microlinguistics. There is also some phonetics drilling of sound producing until they can master how to pronounce English sounds well. For the practice of analyzing ambiguity through its structural components, the students should use syntactic analysis to break the phrase or sentences until the correct meaning is found. Analysis of ambiguous meaning and sound can give the new knowledge for students to be familiar with ambiguity in daily communication. Students also can respond ambiguity scientifically through its linguistic features.
Experience- Based Learning to Improve University Students’ Competence Utami, WiwikSri
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Learning problems are influenced by external and internal factors. External factors includelecturers, materials, interaction patterns, media and technology as well as the learning situation.One of the efforts to overcome learning problems is the improvement of learning which is studentcenteredlearning (student center, learning oriented) to provide a learning experience which ischallenging and fun. Learning innovations also produce a productive creative learning model whichis the combination of collaborative, cooperative and constructive learning. The pattern of learningactivities is through four phases namely orientation, exploration, interpretation and re-creations. Inthe Department of Geography Education, this learning model is chosen with the assumption that itcan provide a learning experience, make students active, creative, responsible and fun.
Training Based on the Participants’ Activeness to Improve Teachers’ Understanding toward Authentic Assessment in Elementary School Maryani, Ika; Martaningsiha, Sri Tutur; Fatmawati, Laila
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Problems that occur in the implementation of 2013 Curriculum is the lack of understanding in the learning process assessment and learning outcomes. The concept of thorough learning takes longer time, it also requires teachers understanding to the ability of the student individually. Teachers also do not fully understand the concept of authentic and continuous assessment. The aim of this study is to improve the classroom teachers’ understanding toward authentic assessment with training model based on participants’ activeness. This research used Classroom Action Research approach with two cycles. The techniques of collecting data are questionnaires (self-assessment), interviews, and portfolios. The data were analyzed using triangulation with consideration to the three types of data. The result showed an improvement in the teachers understanding on authentic assessment. This is indicated by the improvement of the average from pretest to posttest in the cycle 1 is 9.25 and cycle 1 to cycle 2 is 13.19.
The Effect of inquiry and Expository Learning Strategy on Students Achievement of Global Perspective Education Subject Viewed From Students Scholastic Potential Of Elementary School Teacher Education Slamet Riyadi University Surakarta Handinia, Oktiana
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The Research purposed to determine the effect of  Inquiry Learning Strategy and Expository Learning Strategy on the Students Achievement of Global Perspective Education Subject viewed From students scholastic Potential consisted of verbal, reasoning, and numerical. The population were 105 Elementary School Teacher Education Students. The sample were 60 students each verbal, reasoning and numerical csholastic potential. The experimental research used 2x3 factorial design tested analysis two ways of varian’s (ANAVA) and followed by scheffe analysis. The hyphoteses analysis showed inqury learning strategy gave a better effect than expository learning strategy to students achievement ( F0 = 29,89 > Ft = 3,17). Students with verbal scholastic potential showed that a higher achievement than students with reasoning scholastic potential and numerical scholastic potential F0 = 38,58 > Ft = 4,02, There is an interaction between learning strategies and scholastic potential to students achievement  F0 = 3,50 > Ft = 3,17. Scheffe’s analysis showed that there were not  interactions between learning strategies and verbal scholastic potential, There were interactions between inquiry learning strategy and reasoning scholastic potential, There were interactions between learning strategies and numerical scholastic potential, interactions between inquiry learning strategy ang verbal reasoning scholastic potential, interaction between inquiry learning strategy and verbal, reasoning, numerical scholastic potential, There were not interactions between inquiry learning strategy and reasoning, numerical sholastic pontential, interaction between expository learning strategy and verbal, reasoning scholastis potential, interaction between expository learning strategy and reasoning, numerical scholastic potential, and there were not interaction between expository learning strategy and verbal, numerical scholastic potential. 
The Construction of Academic Staff Identity Following The Conversion From Ikip to University *, Faridah
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This paper discussed the construction of academic staff identity following the conversion in 1999, from IKIP Ujung Pandang to Universitas Negeri Makassar (UNM), South Sulawesi, Indonesia. It examined how the idea of becoming a university was perceived by university members and how it shaped the undergraduate program for teacher education at the university. Interviews were conducted to academic staff who had been working at the university before and after the conversion. The findings revealed that the meaning of becoming a university had shaped the changing characteristics of IKIP as a teacher education institute. The importance of disciplinary knowledge that characterised university, had strongly driven the scheme of the teacher education program. It also shaped the role of academic staff, as well as their professional careers. In order to be recognised as a university, the academic staff had been driven and constructed to fit the university features established by the government of Indonesia. For UNM, the strategy to strengthen academic staff qualifications in the field of disciplinary knowledge has turned these ‘teacher educators’ into “university lecturers”. This qualification becomes the certificate of recognition for them as university lecturers, not as teacher educators only. It was argued that it had created identity issues for teacher educators, especially in the aspect of their academic expertise.

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