scholarly journals Perspektif Integratif Faktor-Faktor Pendukung Keberlangsungan Program Merdeka Belajar Kampus Merdeka Bagi Mahasiswa Di Universitas Pelita Harapan

2022 ◽  
Vol 7 (1) ◽  
pp. 144
Author(s):  
Yohana F. Cahya Palupi Meilani ◽  
Pujianto Yugopuspito ◽  
Lala Palupi Santyaputri ◽  
Erric Raymond Tatimu ◽  
Ronald Ronald
Keyword(s):  
Teaching And Learning ◽  
Learning Center

Studi ini bertujuan untuk memberikan gambaran atas faktor-faktor pendukung kebijakan Merdeka Belajar Kampus Merdeka (MBKM) di Universitas Pelita Harapan (UPH) dari sudut pandang manajemen level atas pengelola perguruan tinggi. Metode penelitian dilakukan secara kualitatif melalui observasi dan wawancara demi untuk umendapatkan pemahaman perspektif yang integratif. Triangulasi dilakukan sebagai penegakan validitas dan reliabilitas.  Sebagai triangulasi sumber informan dibedakan tas dua kategori yaitu kategori pertama adalah Rektor UPH sebagai pimpinan universitas dan kategori kedua adalah para pimpinan adminsitrasi pelaksana penunjang program MBKM yaitu Wakil Rektor bidang inovasi, Kepala LPPM; Director Teaching and Learning Center; Manajer Audit, SPMI, Accreditation support dan PIC MBKM di UPH. Hasil wawancara ditampilkan dalam tabel, dimulai dari transkrip wawancara di reduksi sesuai tujuan penelitian untuk memperoleh kategori, pola dan variabel faktor-faktor penunjang keberlangsungan program MBKM di UPH meliputi sosialisasi internal, tantangan penerapan, proses pembelajaran inovatif, penyesuian kurikulum, dukungan teknologi, belajar melalui praktik Dunia Usaha Dunia Industri (DUDI), kompetensi lulusan, dukungan institusi, tantangan kolaborasi, komunikasi pihak terkait program, kreativitas pelaksana kebijakan, kebijakan pemerintah yang stabil, keberlangsungan program MBKM. Kemudian dari variabel-variabel laten yang terbentuk dirumuskan dalam proposisi-proposisi untuk menghasilkan model mengarah pemahaman integratif atas faktor penunjang keberlangsungan program MBKM di UPH. Kontribusi penelitian ini dapat memberikan input bagi pengelola MBKM di UPH dan Universitas swasta lain dalam aplikasi program MBKM lebih baik yang selaras visi universitas dan menunjang proses pembelajaran

scholarly journals THE IMPLEMENTATION OF SCHOOL MATHEMATICS TEACHING LEARNING IN IMMANUEL BONANG

2020 ◽  
Vol 4 (3) ◽  
pp. 242
Author(s):  
Oce Datu Appulembang ◽  
Kurnia Putri-Sepdikasari Dirgantoro ◽  
Jacob Stevy Seleky
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
School Mathematics ◽  
After School ◽  
Learning Center ◽  
Education Students ◽  
Practice Teaching ◽  
And Mathematics ◽  
Teaching Learning

<p><em>Guidance and assistance in learning are necessary for every child, whether it is for the students who have attended school or not. Most of the parents who live in the Bonang area can not fulfill this activity. Parents who have not be able to accompany their children in learning after school are caused several factors, namely cognitive inability of parents, the busyness of parents in work, and the inability of parents economically to send their children to learning center, and some are even do not trust some learning center. Mathematics education students are prepared in the field of school mathematics teaching and learning expertise. For them, this activity is a valuable opportunity to gain teaching experience, as well as learning to implement the theories that have been learned, both in terms of pedagogy and mathematics. The purpose of this community is as a place to synchronize students’ need to implement their learning practices with the needs of schoolchildren</em> <em>around Bonang. The activity is in the form of assistance at one of the residents’ houses in Bonang. The benefits of this assistance activity are felt by all parties, schoolchildren</em> <em>as learning participants receive learning guidance in terms of cognitive and character, parents who are assisted and feel happy to see children's development in education, and the tutors can directly learn to implement knowledge and practice teaching.</em></p><p><strong>ABSTRACT (INDONESIAN):</strong> Bimbingan dan pendampingan belajar diperlukan oleh setiap anak, baik yang bersekolah maupun yang tidak bersekolah. Kegiatan tersebut belum dapat dipenuhi oleh sebagian besar orang tua yang berdomisili di daerah Bonang. Orang tua yang belum dapat mendampingi anak-anaknya dalam belajar sepulang sekolah disebabkan oleh beberapa faktor yaitu ketidakmampuan orang tua secara kognitif, kesibukan orang tua dalam bekerja dan ketidakmampuan orang tua secara ekonomi untuk mengikutsertakan anaknya di dalam bimbingan belajar yang bersifat komersial, bahkan ada yang kurang percaya pada bimbingan belajar tertentu. Mahasiswa pendidikan matematika dipersiapkan pada bidang keahlian belajar mengajar matematika sekolah. Bagi mahasiswa, kegiatan tersebut merupakan kesempatan yang berharga untuk mendapatkan pengalaman mengajar, sekaligus belajar untuk mengimplementasikan teori yang sudah dipelajari, baik dari segi pedagogy maupun keilmuan matematika. Tujuan dari kegiatan ini adalah sebagai wadah untuk mensinkronisasikan kebutuhan mahasiswa untuk mengimplementasikan praktik pembelajaran mereka dengan kebutuhan anak sekolah di sekitar Bonang. Adapun kegiatan bimbingan belajar tersebut diselenggarakan di rumah salah satu warga di Bonang. Manfaat kegiatan bimbingan belajar ini dirasakan oleh semua pihak, anak-anak sekolah sebagai peserta belajar mendapatkan bimbingan belajar dari segi koginitif dan karakter, orangtua yang terbantukan dan merasa bahagia melihat perkembangan anak dalam pendidikan dan mahasiswa pendidikan matematika yang menjadi tutor dapat secara langsung belajar mengimplementasikan ilmu dan praktek mengajarnya.</p>

scholarly journals Dialogue: In Conversation with Elizabeth Minnich

2019 ◽  
Vol 7 (2) ◽  
pp. 51-72
Author(s):  
Huang Hoon Chng
Keyword(s):  
Undergraduate Education ◽  
Teaching And Learning ◽  
English Language ◽  
Vice President ◽  
Associate Professor ◽  
Asia Pacific ◽  
Learning Center ◽  
Excellent Teaching ◽  
National University

At the ISSOTL Conference in Bergen, Norway (October 2018), we were privileged to have heard a lecture by Professor Elizabeth Minnich, on “People who are not thinking Are capable of anything: What are students learning, how are students learning it, and does it make them better people?” As a follow up, in November 2019, Chng Huang Hoon (then-ISSOTL Vice President - Asia Pacific) invited the ISSOTL community to field their questions for Professor Minnich. Questions from four ISSOTL members were received. TLI has provided the platform to enable us to continue that important conversation. The participants are: Elizabeth Minnich, philosopher, author, teacher, Distinguished Fellow (Association of American Colleges & Universities). John Draeger, Professor of Philosophy and Director, Teaching and Learning Center, SUNY Buffalo State, USA. Torgny Roxå, Associate Professor and Academic Developer, Excellent Teaching Practitioner, Centre for Engineering Education, Faculty of Engineering, Lund University, Sweden. Johan Geertsema, Associate Professor (University Scholars Programme) and Director, Centre for Development of Teaching and Learning, National University of Singapore. Chng Huang Hoon, Associate Professor (English Language & Literature), Associate Provost (Undergraduate Education) and Director (Chua Thian Poh Community Leadership Centre), National University of Singapore. This conversation is in 3-parts: 1) Part One: Thoughtfulness, Thoughtlessness, Thinking and Teaching 2) Part Two: Thoughtlessness, scholarly reflection, and Outcomes-based teaching and learning 3) Part Three: Intensive and Extensive SoTL

scholarly journals Teacher Training: Tech Savvy Educator Community Service For Teachers In Learning Center, PPMT Parung

2019 ◽  
Vol 2 ◽  
pp. 891-896
Author(s):  
Stella Stefany ◽  
Rijanto Purbojo
Keyword(s):  
Teacher Training ◽  
Community Service ◽  
Technology Use ◽  
Teaching And Learning ◽  
After School ◽  
Learning Center ◽  
Learning Centers ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
Mission Service

Getting into Indonesia roadmap program "Making Indonesia 4.0", most of the sector industries have to divert their business into digital. Education as a stakeholder that support these main industries highlighted to put concern about digitizing their learning program. As a part of mission service, GKY Puri Indah nurturing scholar-teacher chain in a continuous program. They built several learning centers to facilitate students in improving their learning skills after school as a part of nurturing future leaders, especially for churches. Before assigned to churches, these graduates have to teach in the learning center for two years. The problem is how can these theological graduates play their role as a teacher. Teacher training systemic program that will be held continuously to educate these teachers. At the first session, conducted in two parts. First part highlighted topic about motivation, teaching, and learning, the second one, highlighted effective communication mediated by technology and approaches in using technology for managing the classroom. The method used in this community service is lecturing, discussion, and presentation as evaluation, divided into 4 phases: preparation, delivery, assessment, and evaluation. Result of this program is some motivated participants are needed to be enriched by consistent training at least twice in a year to improve their teaching skills and technology use in education.

scholarly journals Feasible and flexible: Launching an information and digital literacy badge and certificate program in collaboration with a teaching and learning center

2021 ◽  
Vol 82 (5) ◽  
pp. 214
Author(s):  
Samantha Peter ◽  
Kristina Clement ◽  
Shannon Sheridan ◽  
Hilary Baribeau
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
University Of Wyoming ◽  
Lessons Learned ◽  
First Year ◽  
Learning Center ◽  
Certificate Program ◽  
Future Goals ◽  
The University

In fall 2019, the University of Wyoming (UW) Libraries launched an information and digital literacy badge and certificate program in partnership with the Ellbogen Center for Teaching and Learning (ECTL), housed in the UW Libraries main branch. ECTL crafts programing and provides support for graduate students, staff, and faculty who teach on our campus by employing instructional designers.The Information and Digital Badge and Certificate Program was created when ECTL redesigned their Teaching and Learning Certificate, and it features many services and resources that UW Libraries already offers (i.e., information literacy instruction and research consultations). This article will detail the redesign of the certificate program, how the current teaching and learning certificate was designed, and conclude with lessons learned from the first year of the program as well as future goals.

scholarly journals An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia

2020 ◽  
Vol 21 (4) ◽  
pp. 525-538
Author(s):  
Cher Ping Lim ◽  
Juliana ◽  
Min Liang
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Activity Theory ◽  
Information And Communication Technologies ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Theory Approach ◽  
Learning Center ◽  
Teacher Professional

AbstractContinuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC.

scholarly journals EDUCATION GAME IN ENGLISH LEARNING CENTER OF ENGLISH IS EASY

2019 ◽  
Vol 1 (2) ◽  
pp. 102-107
Author(s):  
Sang Ayu Made Krisna Dewi Natalia ◽  
I Gede Arief Aditya ◽  
I Nyoman Agus Suarya Putra
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Learning ◽  
Learning Center ◽  
Teaching English ◽  
Private Companies ◽  
International Language ◽  
Observation Methods ◽  
The World

English is the most used international language in the world for communication. Thus, many private companies take part in teaching English. One of the institutions that facilitate English learning is English Learning Center EC (English is Easy). However, in teaching and learning process, it is necessary to have companion media that suitable with current condition, that is education game application with English materials in English Learning Center EC (English is Easy). Data collection used interview and observation methods. According to testing result, game has been suitable with the concept and plan. Game also gets positive feedback from the students who played it.

scholarly journals The Role of the Teaching and Learning Center in Promoting Transformative Learning at a Metropolitan University

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Judy Ableser ◽  
Christina Moore
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Learning Center ◽  
Collaborative Interactions ◽  
Diverse Student ◽  
Design For Learning ◽  
Change In Higher Education ◽  
Metropolitan University ◽  
Dramatic Shift

With many potential community partners and a diverse student population, the metropolitan university has many opportunities to operationalize transformative learning, which involves a dramatic shift in one’s assumptions that has a lasting change on their perspectives. The challenge of identifying transformative learning initiatives and making these initiatives take hold across a campus requires administrative direction and faculty buy-in. A teaching and learning center (TLC) can guide and sustain such transformation by providing the pedagogical expertise to identify and evaluate transformative learning initiatives, offering a collaborative forum for implementing these initiatives, and serving as an embedded structure to protect initiatives over time. The literature on organizational change in higher education and transformative learning has not yet explored the role TLCs can have in these areas. This article offers a narrative of how a TLC promoted transformative learning through two initiatives: creating a Universal Design for Learning (UDL) initiative to had better include diverse learners, and increasing community engagement through collaborative interactions with the university’s new Experiential Learning Center. This manuscript offers guidelines on leading, directly and collaboratively, such initiatives in a sustainable way, to assist other TLCs in meeting similar goals at their own metropolitan institutions.

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