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The Journal of Educational Development
Published by Universitas Negeri Semarang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 16 Documents
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Search results for , issue "Vol 1 No 1 (2013): June 2013" : 16 Documents clear
PROGRAM EVALUATION OF SRIWIJAYA STATE SPORT SCHOOL Usra, Meirizal
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to identify and analyze the performance of sports coaching, sportscoaching achievement, the feedback on activities, implementation of performancesports coaching activities, and the successfull sport achievement in Sriwijaya StateSport School (SONS). This study adopted a mixed method approach of qualitativeand quantitative research. The design for program evaluation is based on the CIPP(context, input, process and product) model. The results show that the establishmentof SONS is meant to develop the talents and achievements of student athleteswho are able to become high achievers. The school has not shown high achievementas expected as a special school for sport. The results show that the school has notbeen managed well, as a result the school high achievement has not been maximallymade. Therefore, it is suggested that the school should work closely with agenciessuch as the Provincial Office of Education who is responsible for managing andimplementing academic activities, Office of Youth and Sports who is responsible forproviding infrastructures and financial support, and National Committee for Sport(KONI) who is responsible for providing coaching and training.
IMPROVING BASIC MOVEMENTS AND HEALTH OF MENTALLY DISABLED STUDENTS THROUGH ADAPTIVE PHYSICAL ACTIVITIES Sumaryanti, Sumaryanti; Rahayu, Tandiyo; Amirullah, Hari; Rahayu, Setya; Rukmini, Dwi
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

The research aims at developing a learning model of adaptive physical activities(APA) for improving basic movements and health of mentally disabled students ina disabled elementary school at Bantul regency; therefore it is a research and development.There are 5 steps used by the researcher : a preliminary study, planning,expert validation, empirical validation and effectiveness testing. The small scale implementationtesting was done to 13 disabled students whereas the large scale, 42students of 3 graders of disabled elementary school. The effectiveness testing usesan experimental research within one pre and post test group. The group consists of27students of Plered Disabled Elementary School. The research observation instrumentuses Likert scale and ratting-scale. The proposed learning models are: KidKomodo football, waves in the sea, knowing shapes, frog circus and air bubble.These models prove effective for mentally students of disabled elementary school.Both the small scale implementation testing and the large scale one result in theimprovement of basic physical movements of the students. The secondary result isthat teachers of physical education and health find the models easy to do and thestudents get fun being taught using them.
PERFORMANCE FACTORS OF GUIDANCE TEACHERS/COUNSELORS Retnaningdyastuti, Sri Rejeki; Sugiharto, DYP; Widodo, Tri; Widodo, Joko
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

The objectives of this study are to analyze to what extent the factors affect the performanceof guidance teachers/counselors and to find the factors that greatly influencethe performance of guidance teachers/ counselors. The population consistedof 239 guidance teachers/counselors of Junior High Schools in Semarang. Thesample consisted of 200 guidance teachers/ counselors, selected by using a proportionalrandom sampling technique. The data were collected by using closed selfassessmentquestionnaires. The result of the try-out of the questionnaires showedthat 144 items were valid and reliable. Structural Equation Modeling Applications(SEM) through LISREL was used to analyze the data. The findings showed that 1)pedagogical competence, work motivation, supervision and school culture affectthe performance of the guidance teachers or counselors, and 2) pedagogical competenceand school culture have great effect on the performance of the guidanceteachers/counselors
A TRANING MANAGEMENT MODEL BASED ON CONTINUOUS PROFESSIONAL DEVELOPMENT FOR ELEMENTARY SCHOOL TEACHERS Hamid, Abdul
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

The presence of teachers in the education cannot be separated from the overall good personal life, in the family and in society. Therefore, the teachers have considerable responsibility in creating an effective national life. The responsibility of the teacher in the development of the nation, at least it can be seen from four dimensions, namely the teacher as a person, teachers as an element of a family, teachers as an element of education, and teachers as an element of society. Teacher’s responsibility for the participation in national development must begin with the spirit of nationality itself. Professional competence development in the realm of teachers professionalism is not different in terms of professional development for teachers proposed fixing credit score in terms of promotion  Professionalism of teachers are required to continuous  develop in accordance with the times, science and technology, and the needs of the community headway. Including the need for qualified human resources and has the capability to be able to compete in regional forums, national, and international levels. Many things are required to be a professional teacher.
NEED ANALYSIS FOR DEVELOPING ENGLISH LEARNING MODEL IN BANJARBARU SENIOR HIGH Fadillah, Ridha; Saleh, Mursid
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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This explorative research aims to investigate the students’ English anxiety and the existing English learning model used by teachers as the baseline for the study to develop an effective English learning model. The method used in this research was a descriptive quantitative survey. The samples were 248 fifteen to nineteen year old students in second grade Banjarbaru senior high schools, South Kalimantan, Indonesia. The results indicated that the students’ English anxiety were at high level, including the three components of foreign language anxiety: communication apprehension, fear of negative evaluation, and test anxiety. In addition, the studentsexperienced anxious feeling in English classroom and English learning model used by English teachers were conventional model. It means that the teachers were as the center of learning
DEVELOPING MULTICULTURAL EDUCATION-BASED SOCIAL STUDIES TRAINING MODEL FOR TEACHER’S PROFESSIONAL COMPETENCIES Musadad, Akhmad Arif
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

This study is meant: (1) to describe the existing training models (2) to conduct the need analysis for training models, (3) to design a Multicultural Education-Based Social Studies Training (MEBSS) model, (4) to describe the result of expert and practitioner teams’ evaluation on the training model, (5) to describe the result of participant’s evaluation, and (6) to describe the MEBSS training final model. This research and development was conducted in Surakarta City. The subject of research was Social Studies teachers of Junior High Schools. The qualitative and quantitative data were collected. The results of the research and development show that (1) TOT was a form of training currently used, with a multilayered principle at central, provincial, and regency/city government level; (2) the teachers wanted to improve their competencies through MEBSS training; (3) the MEBSS training model was developed with three stages: planning, implementation and evaluation; (4) the expert team and practitioners rated that the MEBSS training model had met the principles of training management and could be used for the teacher training; (5) participants rated that the MEBSS training model was applicable, and useful for improving the teacher’s competency; and (6) the final form of MEBSS training model contained three stages: the planning stage includes demand analysis, decision establishment, program design, and training kits, the implementation stage includes multiculturalism competency, analysis on KD, syllabus and RPP development, and peer teaching; and training evaluation stage includes follow-up program implementation and implementation of training result in the field.
MANAGEMENT MODEL OF TEACHER’S JOB DESCRIPTION FOR PRODUCTIVE PROGRAM PRACTICE OF STATE VOCATIONAL SCHOOLS Hadromi, Hadromi
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

Teacher’s job description on the productive program practice consist of such activitiesas planning, implementation, evaluation of productive program practice output,giving guidance and training to students, and doing additional tasks other than theirmain task. The teachers implement their job description in teaching and learningprocess by teaching one subject in accordance with their the certified qualification.In addition, the teachers are involved in school management activities includingnew students enrolment, curirculum preparation and its supporting documents, nationalexamination, school examiantion and others. The teacher’s job description isspecifically determined by the school management and their teaching load consistsof 24-40 credit units, based on the their skills, usefulness and equal distribution
DEVELOPING TEACHERS’ PEDAGOGICAL COMPETENCE GUIDANCE MODEL FOR TEACHERS OF PRIMARY SCHOOLS IN WEST SUB-DISTRICT OF SEMARANG Purwanti, Eko; Rukmini, Dwi
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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Abstract

The purposes of the study on which this article is based are: to explain the condition pedagogical competence of primary school teachers in west Semarang subdistrict; to formulate the guidance model for evaluating the teacher pedagogical competence; and find out the effectiveness of the concerned model’s implementation. The method used to develop the modified model of the ones suggested by Borg and Gall (1983) which consists of three main steps: a preliminary study, the process of its development and its finalization. The research results show that the pedagogical competence model of primary school teachers in west semarang subdistrict is still considerable. The implementation of guidance model is done through workshop, colloquium, and direct implementation on the site. The conclusion of this research is that the model can be as an alternative guidance for finding out the teachers’ pedagogical competence. The advantages of the developed model is the fulfillment of the needs to have the guidance to diagnose the concerned teachers’ pedagogical competence dimensions and motivation is achieved. The product implementation can be also used to obtain the monitoring and evaluation information of the pedagogical competence of the teachers. It can furthermore be used as consideration to design the material for the trainers of a teacher training center since it can provide the real needs of pedagogical competence of the teachers going to be trained
A TRANING MANAGEMENT MODEL BASED ON CONTINUOUS PROFESSIONAL DEVELOPMENT FOR ELEMENTARY SCHOOL TEACHERS Hamid, Abdul
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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

Abstract

The presence of teachers in the education cannot be separated from the overall good personal life, in the family and in society. Therefore, the teachers have considerable responsibility in creating an effective national life. The responsibility of the teacher in the development of the nation, at least it can be seen from four dimensions, namely the teacher as a person, teachers as an element of a family, teachers as an element of education, and teachers as an element of society. Teacher’s responsibility for the participation in national development must begin with the spirit of nationality itself. Professional competence development in the realm of teachers professionalism is not different in terms of professional development for teachers proposed fixing credit score in terms of promotion  Professionalism of teachers are required to continuous  develop in accordance with the times, science and technology, and the needs of the community headway. Including the need for qualified human resources and has the capability to be able to compete in regional forums, national, and international levels. Many things are required to be a professional teacher.
DEVELOPING MULTICULTURAL EDUCATION-BASED SOCIAL STUDIES TRAINING MODEL FOR TEACHER’S PROFESSIONAL COMPETENCIES Musadad, Akhmad Arif
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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

Abstract

This study is meant: (1) to describe the existing training models (2) to conduct the need analysis for training models, (3) to design a Multicultural Education-Based Social Studies Training (MEBSS) model, (4) to describe the result of expert and practitioner teams’ evaluation on the training model, (5) to describe the result of participant’s evaluation, and (6) to describe the MEBSS training final model. This research and development was conducted in Surakarta City. The subject of research was Social Studies teachers of Junior High Schools. The qualitative and quantitative data were collected. The results of the research and development show that (1) TOT was a form of training currently used, with a multilayered principle at central, provincial, and regency/city government level; (2) the teachers wanted to improve their competencies through MEBSS training; (3) the MEBSS training model was developed with three stages: planning, implementation and evaluation; (4) the expert team and practitioners rated that the MEBSS training model had met the principles of training management and could be used for the teacher training; (5) participants rated that the MEBSS training model was applicable, and useful for improving the teacher’s competency; and (6) the final form of MEBSS training model contained three stages: the planning stage includes demand analysis, decision establishment, program design, and training kits, the implementation stage includes multiculturalism competency, analysis on KD, syllabus and RPP development, and peer teaching; and training evaluation stage includes follow-up program implementation and implementation of training result in the field.

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