Model of Everyone is a Teacher Here: Solution to Build up Students’ Self-Confidence

Self-confidence is an important aspect in dealing with learning processes at a university level. The current study aimed at qualitatively investigating the contributions of a learning model so-called “Everyone is a Teacher Here” (EITH) to the improvement of tertiary students’ self-confidence in learning. 30 students from Islamic Education Department at IAIN Curup were purposively engaged as the participants. Their self-confidence improvement was scrutinized using observation and in-depth interviews. The data revealed that EITH model was positively contributive to the improvement of students’ self-confidence in learning. In this respect, the students experienced improvements in terms of their courage to argue, ask, and answer questions. They also experienced improvements in terms of abilities to elaborate learning materials resting upon their confidence. The improvements of their confidence are also associated with the increases in learning responsibility and achievements.Keywords: self-confidence, learning, the model of everyone is a teacher hereAbstrak : Rasa percaya diri adalah aspek penting dalam menghadapi proses pembelajaran di tingkat universitas. Penelitian saat ini bertujuan untuk menginvestigasi secara kualitatif kontribusi model pembelajaran "Everyone is a Teacher Here” (EITH) terhadap peningkatan kepercayaan diri mahasiswa dalam belajar. 30 orang mahasiswa dari Program Studi Pendidikan Agama Islam di IAIN Curup dilibatkan sebagai partisipan. Peningkatan kepercayaan diri mereka diteliti dengan menggunakan observasi dan wawancara mendalam. Data mengungkapkan bahwa model EITH memberikan kontribusi positif terhadap peningkatan kepercayaan diri mahasiswa dalam belajar. Dalam hal ini, para mahasiswa mengalami peningkatan dalam hal keberanian mereka untuk berargumen, bertanya, dan menjawab pertanyaan. Mereka juga mengalami peningkatan dalam hal kemampuan dalam menguraikan materi pembelajaran yang didasarkan pada kepercayaan diri mereka. Peningkatan kepercayaan diri mereka juga berasosiasi dengan peningkatan tanggung jawab dalam belajar dan hasil belajar mereka.Kata Kunci: rasa percaya diri, pembelajaran, model pembelajaran everyone is a teacher here

The Relationship Between Prospective Teachers' Learning Responsibility and Their Readiness for Teaching Profession

This study aims to investigate the relationship between prospective teachers' level of performing behaviors related to learning responsibility and their level of readiness for teaching profession. The pre-service teachers (n = 408), who are in their second year at the Faculty of Education, filled in the Learning Responsibility Scale and the Readiness Scale for Teaching Profession. The Learning Responsibility Scale consists of 28 Likert-type questions and includes the subscales entitled preparation for learning, active engagement in learning, monitoring learning outcomes and enriching learning. Pearson's correlations and multiple linear regression analyzes were used to analyze the data. The results of the analysis revealed that there was a negative by moderately significant relationship between the prospective teachers’ learning responsibilities and their readiness for teaching profession. In addition, it was found out that the variables of learning responsibility explained 12% of the variation in prospective teachers' scores of readiness for the profession. Active engagement in learning contributed negatively to explain the prospective teachers’ readiness for teaching profession.

THE INFLUENCE OF THE APPLICATION OF QUANTUM LEARNING ASSISTED BY ISLAMIC CHARACTER MEDIA ON THE RESPONSIBILITY AND LEARNING OUTCOMES OF STUDENTS IN GRADE V SDN PRAMPELAN

The purpose of this study is (1) to determine the effect of learning responsibilities on learning with a quantum learning model of Islamic learning media with student learning outcomes. (2) to find out whether the learning outcomes of VA class students at SDN Prampelan with a quantum learning model assisted by Islamic learning media can meet the design of one-shot casestudy in the one-shot case study studch experimental research, there are groups that are given treatment and then the results can be observed KKM results. The type of research used is a pre-experimental design, namely one-shot case study in the one-shot case study experimental research, there are groups that are given treatment and the results can be observed later. Based on the results of the study that the sig value of 0.000. because 0,000 <0.05 then reject which means that there is an influence of learning responsibility on learning with quantum learming models assisted by Islamic character learning media on student learning outcomes. Based on the test coefficient of detemination () can be seen by looking at the value generated at R Square that is equal to 0.518. From these results it can be concluded that the learning responsibility (X) on learning with a quantum learning model assisted by Islamic character learning media influences student learning outcomes (Y) by 51.8% while the remaining 48.2% student learning outcomes can be explained by Other variables outside this study. In R Square a score of 0.720 is produced which indicates that the relationship between learning responsibilities in learning with quantum learning models is assisted by Islamic character learning media with strong and unidirectional student learning outcomes. Based on the classical completeness test used to test the proportion of one party Based on the value of of 0.679 Furthermore, these results are compared with the value of table Z using the real level a = 0.05 which is worth -1.96. So that , then is accepted. So the proportion of VA grade students at SDN Prampelan with a quantum learning model assisted by learning media with Islamic characters who scored 65 has reached 75%.

SUSTAINING INTERACTION THROUGH GROUP WORK IN ENGLISH FOREIGN LANGUAGE CLASSROOM

The purpose of teaching and learning English as a foreign language in Indonesia is to enable the learners to use English for communication in various contexts. To promote communication in teaching and learning activities, the teachers should be able to initiate interaction. To initiate interaction, the teachers may use questions, by which the teachers should consider the appropriate types of question that match with the students. In addition, the teachers should be able to maintain or sustain the interaction in their teaching and learning context. One of the activities which are effective to sustain interaction in the process of teaching and learning is group work. By using group work, the learners are encouraged to interact in English communicatively. Besides, this method increases students' motivation in learning. This is as the effect of learning climate which offers freedom for the students to express their ideas, feeling or criticism freely in front of their group's members. In addition, group work promotes students' learning responsibility and autonomy. Each member of the groups must be responsible to achieve their common goal. Considering those ideas, group work can be one of the effective methods to sustain interaction in the EFL classroom.

Pendekatan Model Pembelajaran Berbasis Portofolio dalam Meningkatkan Tanggung Jawab Belajar Mahasiswa di Sekolah Tinggi Teologi

This research aimed to describe Portfolio-Based Instruction (PBI) in improving student learning responsibility at Theological Seminary. This research used qualitative and literature study technic. This research brought about the conclusion when PBI applied by consider the compatibility of study materials and purposes of learning than PBI can improves student learning responsibility at Theological Seminary.Abstrak. Penelitian ini bertujuan mendeskripsikan pendekatan model pembelajaran berbasis portofolio (MPBP) dalam meningkatkan tanggung jawab belajar mahasiswa di Sekolah Tinggi Teologi (STT). Penelitian menggunakan jenis kualitatif yang bersifat studi pustaka (library research). Penelitian ini menghasikan kesimpulan apabila MPBP diterapkan dengan mempertimbangkan kecocokan materi kuliah dan tujuan perkuliahan, maka dapat meningkatkan tanggung jawab belajar mahasiswa di Sekolah Tinggi Teologi.

Active learning: let’s make them a song

Active learning strategy has an important role in helping students gain twenty-first-century skills such as creativity, collaboration, responsibility and effective communication. By being more active and free in classrooms, students take their own learning responsibility. In this study, we wanted to see the active learning strategy through students’ eyes. Thus, we asked for their views after the completion of the activity. Consequently, students stated they had a lot of fun, felt happy and proud. They also indicated that they developed their imagination and creativity. They also found the opportunity to practice speaking English and discovered how to reach a consensus as a group. In sum, the activity we adopted active learnin strategy provided them a better learning environment. Keywords: Active learning, group work, creative thinking

REFLECTIONS ON FIVE YEARS OF COHERENT TEACHING ACROSS THREE COURSES ON DIGITAL LOGIC AND COMPUTER SYSTEMS

– This paper describes a concerted effort over a five-year period to provide a coherent learning experi-ence in a three-course sequence in the areas of digital logic and computer systems. Among other ways, the co-herence across the courses stems from having the same instructor, the same laboratory hardware, the same soft-ware tools, and the same expectations and approach for assessment of individual learning. Based on the five-year history of academic performance by students on final ex-aminations, the overall outcome is judged as being mixed, where perennial challenges for students in programming have been difficult to address and where other factors such as reduced attendance and interference from other courses have also had adverse effects. To obtain better outcomes, the author recommends higher-level institu-tional attention to developing more personal learning responsibility in students, as well as more focused efforts to address programming challenges in particular.

Zainullah Kurikulum 2013 antara Ideal dan Real

Ideal curriculum is the curriculum that consists of something good as the dream of book of curriculum. Real curriculum is real actions that apply in learning and teaching process as the real of the planing curriculum. Curriculum content is what we have to do to the learners and the learning and teaching is a manner of what we will give or teach to the learners. The development of 2013 curriculum is stresset to compeletness of learners thinking, the impressing of curriculum management, the domination and development of material, stressing process of teaching and learning process, and lining appropriate of learning responsibility in order to get the guaranty of appropriate between what we want and what we get. Effected aspect to the implementation of 2013 curriculum raleted directly to the process of learning, namely: teachers’ creativities, learners’ activities, facilities and recourses.Will the 2013 curriculum can be realized by teachers practically in the field? Today, the changing of curriculum reap many responses, some people are pessimistic even declining the curriculum, but at the same time some are appreciative to the curriculum. The changing of curriculum does not affect the changing of the teacher’s method and style to teach. It needs revolutionary change in the practice of 2013 curriculum.