The Pedagogics Competence of Indonesian Language Education Students as Teacher Candidates in Microteaching

The pedagogics competence of Indonesian language education students as prospective professional teachers is needed to improve the quality Indonesian language learning process. This study aimed to describe the pedagogics competence of students as prospective professional teachers in the Indonesian language education study program. This research uses a descriptive method. This study's subjects were all seventh-semester students in the Indonesian language education study program who programmed microteaching courses for the 2020/2021 academic year, totalling 34 students. The research data collection uses a pedagogic ability test through a google form. The percentage of students who have pedagogic abilities is reviewed by each indicator, namely: Indicator I of 11.76%, indicator II of 72.06%, indicator III of 57.35, indicator IV of 23.53, indicator V of 61.76, indicator VI of 79.41, indicator VII of 64.71, indicator VIII is 48.53, and indicator IX is 58.82. Overall, the percentage of achievement indicators obtained is 53.10%. So, it can be concluded in this study that the pedagogic ability of the seventh-semester students in the Indonesian language education study program is in a low category.

Triwaca dan Literacycloud: Ragam Membaca Menyenangkan selama Pandemi Virus Corona

The outbreak of Corona virus pandemic is changing the face of the education process in various parts of the world. Lots of the educational processes are transformed into online or learning from home. In spite of this, it was found that some teachers experienced difficulties administering online teaching. This phenomenon moves the community service team to organize a varied, interactive, and fun learning process for educators at the elementary school level in Deli Serdang Regency, North Sumatra. A total of 90 educators from private and state schools were trained to use a fun reading style using the Literacycloud browser. The training began with online dissemination, followed by visitations to target schools. All educators were asked to practice Triwaca, namely Uninterrupted Sustained Silent Reading (USSR), story pyramids, and BookTalk. performance. The results of cognitive measurements showed an increase in educators' knowledge about the pleasuring reading by 50%. In addition, the target school has produced more than 20 story pyramids and practicing BookTalk both online and offline for students. In conclusion, the Triwaca and Literacycloud programs in general ran successfully as seen from the program achievement indicators.

Pemaksimalan Media Pembelajaran Untuk Pembelajaran Daring Pada SDN 9 Dauh Puri Denpasar Bali

The world of education underwent major changes in 2020 due to the Covid-19 pandemic. The most visible impact of changes in the world of education in the midst of the Covid-19 pandemic is the effectiveness of the teaching and learning process that has turned online. One of the elementary schools that experienced these changes was SD N 9 Dauh Puri, North Denpasar. Online learning is currently being carried out at SD N 9 Dauh puri using WhatsApp and Google classroom media. However, in practice, teachers still use personal accounts in the use of online learning media, so the features of these learning media cannot be utilized optimally. In addition, the teachers also do not understand optimally in the use of these learning media. Based on these problems, through this service activity, assistance is provided in creating an account with a free domain provided by the government (.sch) as well as the school website. Other activities include training on the use of Google Forms as a medium for collecting assignments and evaluating learning. The implementation method of service activities consists of socializing activities, planning, implementing, and evaluating. The outputs of community service activities have met the achievement indicators, namely all teachers (100%) already have an email account with a domain (sch.id) owned by the school and the school already has a website installed on the http://www.sdn9dauhpuri.sch page. id/. The results of the assessment from partners, 74% stated that community service activities were satisfactory.

The development of PQ4R-based LKPD to improve the fourth grade students’ thematic learning outcome

This research aims to analyze the need of LKPD development in accordance with the learning model used. This research was a descriptive quantitative research. The research subjects were teachers and students of grade IV at State Elementary School (SDN) 2 Kampung Baru. The data were collected using interviews, observation, and questionnaire, which were analyzed through a descriptive analysis. The results show that the competence standard, basic competence, and competence achievement indicators were in line with the Curriculum 2013. The students’ learning outcomes were categorized into low category. The PQ4R is one of models that can be applied for improving students’ learning outcomes. The teachers need a suitable LKPD for the learning model, suitable with students’ characteristics. This research can be further developed referring to the PQ4R learning model for improving learning achievement.

Measuring Achievement of Sustainable Development Goals in Rural Area: A Case Study of Sukamantri Village in Bogor District, West Java, Indonesia

A village is an arena for sustainable development where economic, social, cultural, environmental and political interactions occur. It has a strategic meaning for the successful achievement of the 17 indicators of Sustainable Development Goals (SDGs). However, villages have limitations in providing data and indicators to measure the achievement of SDGs based on RW. The aims of this study are to provide Precision Village Data (DDP) and use it to measure and analyze the achievement indicators of 16 out of 17 village SDGs. One of SDGs 14, namely the marine ecosystem is not measured because the research location is a terrestrial village with an altitude of 423-902 m ASL. The use of DDP in the research location with normalization and aggregation methods based on arithmetic averages made this study successful in calculating the scores of each village SDGs. Then the results of the analysis of the village DDP and SDGs were combined with spatial mapping. The results showed that the SDGs in Sukamantri Village cumulatively achieved quite good results. A total of 3 SDGs was classified as very good, 4 SDGs were classified as good, 3 SDGs were classified as good enough, 5 SDGs were lacking, and 2 SDGs were poorest. Referring to the SDGs index calculation for Sukamantri Village, the environmental pillar has the highest score and is on average very good. However, the social and economic pillars are in the poor category, the law and governance pillars are in the poorest category. This means that sustainable development in Sukamantri Village has not been achieved. The natural wealth in Sukamantri Village has not been managed to achieve the fulfillment of basic human rights that are of a just and equal quality, for the well-being of the villagers and the realization of inclusive and quality economic growth.

PORTFOLIO ASSESSMENT IN PRIMARY SCHOOLS

The purpose of this study is to describe the portfolio assessment conducted by the teacher on students and to describe the results of the use of the portfolio assessment. This study uses a qualitative method. This research is to obtain descriptive data regarding the implementation of the portfolio assessment conducted by the teacher on students, and a description of the results obtained by the teacher and students in carrying out the portfolio assessment process. From the results of this study, it can be seen thatteachers should be prepared to make written and standardized assessment criteria when they have decided to use portfolio assessment so that the assessment is carried out in accordance with existing achievement indicators. However, from the data seen, teachers often assess student assignments outside of learning hours so that the involvement of students in the assessment process is still not illustrated.

Pelatihan Perumusan Tujuan Pembelajaran dan Indikator Pencapaian Kompetensi bagi Guru-Guru Bahasa Inggris di Kabupaten Banjar

Memiliki pemahaman dan kemampuan yang baik dalam merumuskan tujuan pembelajaran (TP) dan indikator pencapaian kompetensi (IPK) adalah hal penting yang harus dimiliki oleh seorang guru. Tujuan dari kegiatan ini adalah untuk meningkatkan pemahaman guru-guru bahasa Inggris di Kalimantan Selatan terhadap perumusan tujuan pembelajaran dan indikator pencapaian kompetensi. Metode kegiatan ini terdiri dari pemberian konsep pengetahuan tentang kurikulum dan komponennya, penjelasan tentang cara yang benar dalam merumuskan tujuan pembelajaran dan indikator pencapaian kompetensi disertai contoh-contoh, peninjauan terhadap Rencana Pelaksanaan Pembelajaran guru-guru peserta kegiatan, dan perbaikan rumusan TP dan IPK dalam RPP para peserta. Hasil kegiatan menunjukkan bahwa para guru: (1) menyadari konsep keliru yang selama ini mereka pegang dalam merumuskan TP dan IPK, (2) memiliki konsep pengetahuan yang benar dalam menyusun TP dan IPK, serta (3) mampu merumuskan TP dan IPK dengan baik dan benar. Rumusan IPK yang dibuat oleh guru setelah mengikuti pelatihan telah mengalami perbaikan terkait: (a) penggunaan kata kerja operasional yang terukur, (b) penggunaan kata kerja yang sesuai dengan karakteristik pembelajaran bahasa, dan (c) memunculkan metode pembelajaran yang akan digunakan untuk membantu siswa mencapai kompetensi dimaksud. Hasil evaluasi menunjukkan bahwa kegiatan ini berjalan dengan baik dan mendapat perhatian dari seluruh peserta hingga kegiatan berakhir. Disarankan agar kegiatan bimbingan dilakukan secara berkelanjutan dengan melibatkan lebih banyak guru-guru bahasa Inggris pemula di wilayah propinsi Kalimantan Selatan agar dapat membantu mereka memahami konsep yang benar tentang kurikulum dan perumusan tujuan pembelajaran serta indikator pencapaian kompetensi. Having a good understanding and ability in formulating learning objectives and competency achievement indicators are the important things that must be possessed by a teacher The purpose of this activity is to improve English teachers' understanding of the formulation of learning objectives and indicators of competency achievement. The method of this activity consists of providing the concept of knowledge about the curriculum and its components, explaining how to correctly formulate learning objectives and indicators of competency achievement accompanied by examples, reviewing the Lesson Plan of the participating teachers, and improving the learning objectives and competency achievement indicators formulations in the participants’ Lesson Plans. The results of the activity showed that the teachers: (1) realized the wrong concept they had so far in formulating learning objectives and competency achievement indicators, (2) had the correct concept of knowledge in compiling learning objectives and competency achievement indicators, and (3) were able to formulate learning objectives and competency achievement indicators properly. The competency achievement indicators formulation made by the teachers after attending the training has improved in terms of: (a) the use of measurable operational verbs, (b) the use of verbs that are in accordance with the characteristics of language learning, and (c) the learning methods that will be used to help students achieve the competence referred to. The results of the evaluation show that this activity went well and got the attention of all participants until the activity ended. It is suggested that continuous training activities be carried out by involving more beginner English teachers in the province of South Kalimantan in order to help them understand the correct concept of the curriculum and the formulation of learning objectives and competency achievement indicators.

Evaluation of Learning Outcome: The Comparison Between the Education Unit Level Curriculum (KTSP) and the 2013 Curriculum

This study aimed to describe the comparative implementation of learning outcome evaluations applied at MTsN 1 Medan by using the 2013 KTSP and Curriculum 2013. The method used in this study was qualitative methodology. Data collection techniques consisted of observation, interviews, and documentation. The research findings indicated that the differences in the assessment of learning outcomes between the KTSP curriculum and 2013 curriculum include aspects of the application in the classroom, assessment aspects, aspects of the assessment system, aspects of assessment instruments, aspects of portfolio assessment concepts, aspects of report card format, aspects of value list format, aspects of competency achievement indicators, aspects of competency achievement indicators, aspects graduate competency standards, standard aspects of assessment and aspects of value ranges.

Analisys of The Effectiveness of The Utilization of Electronic Government On State-Owned Enterprises

The use of electronic government (e-gov) of face and finger access control has been implemented at PT. PLN Tello Sector Makassar City and is expected to be able to streamline employee performance. The purpose of this study, is to analyze the effectiveness of the use of face and finger access control at PT. PLN Tello Sector Makassar City. This research method uses quantitative research types with quantitative descriptive research types. Data collection techniques using questionnaires in the form of a checklist and using descriptive analysis techniques. The results showed that the effectiveness of the use of face and finger access control at PT. PLN Tello Sector Makassar City is in quite good category, based on the analysis of target achievement indicators, adaptability, job satisfaction, and responsibility.