scholarly journals PENGEMBANGAN BAHAN AJAR PERSIAPAN PPL UNTUK MAHASISWA PGSD YANG MENGAKOMODASI DIVERSE LEARNERS

2017 ◽  
Vol 10 (1) ◽  
pp. 67
Author(s):  
Rahayu Condro Murti ◽  
Unik Ambarwati ◽  
Safitri Yosita Ratri
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Focus Group ◽  
Focus Group Discussion ◽  
School Teacher ◽  
Mathematics Learning ◽  
Group Discussion ◽  
Diverse Learners ◽  
Average Score ◽  
Validation Test

Tujuan penelitian ini adalah mengembangkan bahan ajar pembelajaran Sekolah Dasar yang mengakomodasi Diverse Learners yang layak untuk dosen Pendidikan Guru Sekolah Dasar. Subyek dalam penelitian ini adalah dosen Pendidikan Guru Sekolah Dasar (PGSD) yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Penelitian ini dilaksanakan di PGSD UNY dengan menggunakan metode penelitian dan pengembangan (R&D). Tahapan dalam penelitian ini terdiri dari: 1) analisis kebutuhan, 2) pengembangan desain produk, 3) evaluasi formatif produk awal. Proses validasi dilakukan oleh 1 orang ahli materi dan 1 orang ahli media. Subyek uji coba yang terdiri dari 2 dosen pembelajaran IPS, 2 dosen Pembelajaran Matematika, dan 1 dosen Pendidikan. Pengumpulan data evaluasi formatif dilakukaan dengan menggunakan lembar penilaian untuk aspek kualitas tampilan, penyajian materi, dan proses belajar. Hasil penelitian menunjukkan bahwa: Pengembangan bahan ajar ini melalui uji validasi materi, uji validasi media, dan focus group discussion (FGD) layak untuk digunakan. Pada validasi materi diperoleh skor rata-rata 2,35 (cukup) pada uji pertama dan rata-rata menjadi 2,6 (baik) pada uji kedua, sedangkan pada uji validasi oleh ahli media diperoleh skor rata-rata 2,6 (kategori baik) pada uji pertama dan 3,6 (kategori sangat baik) pada uji validasi kedua. Adapun rata-rata hasil penilaian keterbacaan pengguna, dalam hal ini, dosen PGSD yang terkait dengan isi bahan ajar, yaitu dosen tentang konsep diverse learners (3,0–baik), pendidikan matematika SD (3,53-kategori sangat baik), dan Pembelajaran IPS di SD (3,0–baik). Dengan demikian diharapkan bahan ajar ini menunjang pelaksanaan PPL mahasiswa PGSD dalam mempersiapkan mereka melaksanakan pembelajaran yang mengakomodasi diverse learners di sekolahnya masing-masing.The purpose of this research is to develop teaching materials of Elementary School which accommodate the appropriate Diverse Learners for lecturers of Elementary School Teacher Education. Subjects in this research are lecturer of Elementary School Teacher Education (PGSD) consisting of 2 lecturers of IPS study, 2 lecturers of Mathematics Learning, and 1 lecturer of Education. This research was conducted in PGSD UNY using research and development (R & D) method. Stages in this study consist of: 1) needs analysis, 2) product design development, 3) formative product evaluation early. The validation process is done by 1 material expert and 1 media expert. The test subjects consist of 2 lecturers of IPS study, 2 lecturers of Mathematics Learning, and 1 lecturer of Education. Formative evaluation data collection is done by using assessment sheets for aspects of display quality, material presentation, and learning process. The results showed that: Development of this resource through material validation test, media validation test, and focus group discussion (FGD) is feasible to be used. Material validation obtained an average score of 2.35 (enough) in the first test and the average to 2.6 (good) in the second test, whereas in the validation test by the expert media obtained an average score of 2.6 (good category) On the first test and 3.6 (very good category) on the second validation test. As for the average user's readability assessment results, in this case, PGSD lecturers are related to the content of teaching materials, ie lecturers on the concept of diverse learner (3.0-good), elementary mathematics education (3.53-excellent category), and Learning IPS in SD (3.0-good). It is hoped that this teaching material will support the implementation of PPG PGSD students in preparing them to carry out the lessons that accommodate diverse learners in their respective schools.

scholarly journals Penerapan IPA Terintegrasi untuk Memetakan Nilai Iman (Budi Pekerti) Peserta Didik Sekolah Dasar

2018 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Naomi Dias Laksita Dewi
Keyword(s):  
Elementary School ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Science Learning ◽  
Group Discussion ◽  
Learning Activity ◽  
Integrated Learning ◽  
School Students ◽  
Integrated Science ◽  
Initial Learning

Abstrak Tujuan penelitian ini yaitu untuk mengetahui penerapan pembelajaran IPA terintegrasi nilai iman budi pekerti di sekolah dasar dan memetakan refleksi nilai iman peserta didik. Metode penelitian yang digunakan berupa desktiptif kualitatif. Instrumen yang digunakan yaitu pedoman Focus Group Discussion (FGD), lembar observasi keterlaksanaan pembelajaran terintegrasi dan hasil refleksi peserta didik. Hasil penelitian menunjukkan bahwa 1) Pembelajaran IPA terintegrasi nilai iman budi pekeri dapat diimplemantasikan di sekolah dasar kelas IV. Hasil implementasi menunjukkan bahwa pembelajaran SCL terintegrasi berada dalam kategori tinggi dengan nilai 77,78% meningkat 33,33% dari kegiatan pembelajaran awal. 2) Hasil refleksi materi peserta didik menunjukkan 83,72% peserta didik berada di atas kriteria ketuntasan minimal. Pembelajaran IPA terintegrasi juga mampu mengantarkan peserta didik untuk merefleksi nilai iman budi pekerti dengan baik. Hal ini terlihat dari setiap jawaban yang dituliskan memuat sikap diri, mengetahui progres pengalaman, manfaat dan rasa syukur kepada Tuhan dengan berbagai sikap. Kata kunci: pembelajaran terintergrasi, pembelajaran IPA, nilai iman, budi pekerti   IMPLEMENTATION OF INTEGRATED SCIENCE LEARNING TO MAP THE FAITH VALUES (CHARACTERS) OF ELEMENTARY SCHOOL STUDENTS  Abstract The aims of this study is to determine the application of integrated science learning and faith values in primary school and map the reflection of faith values of learners. The research method used is qualitative desctiptive. The instrument used is the guidance of focus group discussion (FGD), observation sheet of the implementation of integrated learning and the reflection result of learners. The result of the research shows that 1) Integrated learning of science can be implemented in elementary school class IV. The results of the implementation indicate that the integrated SCL learning is in the high category with the value of 68,75%, it’s increase 37,50% from the initial learning activity. 2) The result of the reflection of the learner's material shows that 83.72% of learners are above the minimum mastery criteria. Integrated science learning is also capable of delivering learners to reflect the values of good character faith. This can be seen from each written answer containing the attitude of self, knowing the progress of experience, benefits and gratitude to God with various attitudes. Keywords: integrated learning, science learning, faith values, characters

scholarly journals EFL Trainee Teachers‟ Perceptions of School Based Teaching Practice: Some Selected Teacher Education Colleges in Southern Ethiopia in Focus

2021 ◽  
Vol 5 (8) ◽  
pp. 47-52
Author(s):  
Manguday Mercho Bagaje*
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Quantitative Data ◽  
Teaching Practice ◽  
Group Discussion ◽  
Southern Ethiopia ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
School Based

The perception one holds towards language teaching practice governs the failure or success of teaching practice. To this end, this study aimed to assess EFL traineeteachers’ perceptions of teaching practices in four selected teacher education colleges of southern Ethiopia. To address the objectives, the study employed mixed method design. 120 EFL trainee-teachers were selected through comprehensive sampling. Questionnaire, interview and focus group discussion were data collection tools. Questionnaire was employed to examine the perceptions of EFL trainee-teachers towards school-based teaching practice. Interviews was carried out to triangulate data from questionnaire. Focus group discussion was employed to corroborate the data from questionnaire and interview. The questionnaire was administered to all 120 EFL trainee teachers. Accordingly, the quantitative data were analysed using mean and standard deviation. Qualitative data were analysed descriptively. The finding from survey data revealed that EFL trainee teachers had positive perceptions towards school-based teaching practice. The findings from interview also supported the quantitative data result. The findings from the focus group discussion also supported the quantitative and qualitative results. Furthermore, the findings from Mann-Whitney U test revealed that there were no perceptions differences between male and female students due to gender.

scholarly journals Assessment of Practices in Integrating Environmental Education in the Teacher Education Program

2021 ◽  
Vol 2 (4) ◽  
pp. 625-636
Author(s):  
Rebecca Rosario O. Bercasio
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Environmental Education ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Organizational Practices ◽  
Education Curriculum ◽  
Good Practices ◽  
Teacher Education Curriculum ◽  
Context Specific

The study aimed to assess the mainstreaming of environmental education in the Teacher Education curriculum. It used descriptive research design using qualitative approaches. Data were gathered using a rubric, documentary analysis, class observations, focus group discussion, and interview. Respondents and informants consisted of faculty-implementers, students, officials and administrative personnel. Each class in the different disciplines was observed by three class observers. The focus group discussion involved 35 students and the informal interview involved randomly selected class observers and key persons involved in the implementation of the project. Three dimensions were considered such as programmatic practices, organizational practices and context-specific practices. Assessment reveals the good practices in programmatic practices in terms of needs assessment and program design, in organizational practices in terms of governance, and context specific practices in terms of instructional materials development, delivery of the lesson, interaction with students, and assessment. Good practices serve as enabling factors for the successful mainstreaming of environmental education in the Teacher Education curriculum. Recommendations are provided to sustain the good practices and address those needing improvement.

scholarly journals PUBLIC SPEAKING ABILITY THROUGH FOCUS GROUP DISCUSSION

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Tien Yulianti
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Personal Development ◽  
Public Speaking ◽  
Personality Development ◽  
Group Discussion ◽  
Model Development ◽  
Learning Model ◽  
Average Score ◽  
Speaking Skills

The purpose of this research is to develop a Focus Group Discussion (FGD) model in learning personality development as an effort to improve students' public speaking skills. Through the FGD learning model students are invited to have the ability to think critically, creatively and innovatively in preparing presentations and discussions in a group. The results of the implementation of the FGD model in learning are expected to be able to develop students in an effort to improve public speaking skills, so they have competitiveness in facing of society 5.0. This research phase refers to the six steps of developing the ASSURE model. Development of FGD learning model in the form of presentations and discussions conducted online as well as gathering audience opinion data based on the specified themes. The object is the students who take courses in Personal Development and subject is public speaking. The results obtained is a maximum value=10  based  on  10  components  of public speaking skills assessment, an average score=8.1, and a standard deviation=1.8. The grade is divided into A (Excellence), B (Good), and E (Fail)

scholarly journals Studi Evaluatif Relevansi Model Pengembangan Kurikulum PGSD dengan Kurikulum SD di Bandar Lampung

2021 ◽  
Vol 1 (2) ◽  
pp. 88-100
Author(s):  
Deviyanti Pangestu ◽  
Tegar Pambudhi ◽  
Maman Surahman
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Research And Development ◽  
Primary Schools ◽  
School Teacher ◽  
Model Development ◽  
Structured Interview ◽  
School Curriculum ◽  
Elementary School Teacher ◽  
Average Score

The purpose of this study (1) to find out the relevance of the curriculum model development of Elementary School Teacher Education with the Elementary School curriculum, (2) to produce a level of improvement in courses that have relevance to the Elementary School curriculum, 3) produce textbooks. The method used in this study is Research and Development. Data collection used questionnaire and structured interview. The results showed that the average score of pedagogical competence of elementary school teachers was included in the excellent category. average score of professionalism of teachers included in the excellent category. The pedagogical abilities and professional abilities of teachers in relation to the relevance of the Elementary School Teacher Education curriculum with the curriculum in Primary Schools are included in the excellent category. Keywords: subject curriculum, integrated curriculum, research and development

scholarly journals Exploration towards attitude of students in elementary school teacher education in mathematics learning

2019 ◽  
Vol 1315 ◽  
pp. 012033
Author(s):  
Trisniawati ◽  
Mahmudah Titi Muanifah ◽  
Nelly Rhosyida ◽  
Sri Adi Widodo ◽  
Martalia Ardiyaningrum
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
School Teacher ◽  
Mathematics Learning ◽  
Elementary School Teacher
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