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3. The implementation of the supervision carried out based on the needs and
potentials of the teacher.
The implementation of class-visitation supervision by the principal was carried out when the teacher has special needs such as a promotion or competition in order to improve
the teachers‘ professionalism and the quality of schools and the implementation also follows the procedures or stages in supervision activities. Beside because of the needs of promotion
as mentioned in result number one above, the class-room supervision by the principal was done to fulfill the principal duties in reporting the teachers‘ performance and competence to
the government educational office.
4. The improvement of teachers‟ professionalism and performance.
Based on the results of the research, here are the presentations of the data:
a. Before the Supervision
Graph 1. Percentage of Teachers‟ Competence
Graph 2. Percentage of Teachers‟ Performance
55 60
65 70
75 80
1 2
3 4
5 6
77,5 78,8
74,9 70,2
66,2 73,9
Respondents
Percentage of Teachers Competence
55 60
65 70
75
1 2
3 4
5 6
71,5 73,4
62,2 66,8
65,4 71,6
Respondents
The Percentage of Teachers Performance
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b. After the Supervision
Graph 3. Percentage of Teachers‟ Competence
Graph 4. Percentage of Teachers‟ Performance
This research activity was divided into two cycles. The first cycle was an assessment before the supervision conducted and the second cycle was carried out after the supervision.
There were ten components to measure teachers‘ competence: the ability on mastering the teaching materials, the ability to manage teaching and learning program, the ability to
manage the class, the ability to use medialearning resources, the ability to master the foundation of education, the ability to manage the interaction of teaching and learning, the
ability to asses student achievement in learning, the ability to know the functions and programs of counseling services, the ability to recognize and organize the school
administration, and the ability to understand the principles and interpret the results of educational research for teaching purposes. While the assessment indicators on the
20 40
60 80
100
1 2
3 4
5 6
95,5 94
97,5 82,7
80,1 89,9
Respondents
Percentage of Teachers Competence
70 75
80 85
90 95
100
1 2
3 4
5 6
96,8 87,3
92,1 82,1
85,8 85,3
Respondents
Percentage of Teachers Performance
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performance consisted of five components: planning for teaching and learning program, the implementation of teaching and learning process, the evaluation of teaching and learning
process, the implementation analysis process, and the implementation if improvement and enrichment toward the students.
The graph above shows that there was a significant improvement of teachers‘ competences and performance. It is undeniably though basically teachers have had
professional capability in the implementation of teaching and learning activities, but still, they didn‘t improve their competence and performance maximally.
From the graph above it is clear that in the prior supervision Cycle I, the average of teachers‘ ability was at the ‗sufficient‘ level, although this was considered good, nonetheless
as a spearhead in the renewal and improvement of the quality of education, teachers must keep improving their competence and performance. From the data it appears that after
supervision Cycle II there was an encouraging significant improvement where the average ability of teachers competence and performance are at a good qualification. This happened
due to the teachers‘ preparation for the supervision both in terms of administration and method that will be used in the teaching and learning process. The material that would be
presented was also being well- prepared. It didn‘t mean that when there was no supervision
the teachers didn‘t prepare the program, but in their daily routines the preparation was not as extreme as when they were facing supervision.
Conclusion and Suggestions
After carrying out the research and discussion, here come several conclusions. First, the implementation of the principal supervision was done by using a model of supervision
approach either directly or indirectly. Second, the teachers‘ response toward the implementation of supervision were basically approves and supports the supervision. Third,
the implementation of the supervision carried out based on the needs and potentials of the teacher. Fourth, there was a significant improvement of professionalism marked by the
improvement of teachers performance and competence. From the conclusion above suggests that the supervision is indeed an important way
to maintain teachers‘ performance and competence. For that reason, the supervision should be done at school continuously. For the teachers come to suggestion that being supervised or
not, the teachers should always keep maintaining their competence and performance in teaching their students. Additional suggestion is intended for the school principal, that heshe
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should keep the objective of the supervision as a tool to help, stimulate, and support the teachers to improve their performance instead of giving fear and harsh judgments.
References
Burhanuddin.1994. AnalisiAdministrasi Manajmen dan Kepemimpinan Pendidikan.Jakarta: BumiAksara.
Depdiknas. 2006. StandarKompetensi Guru Kelas SDMI Lulusan S-1 PGSD. Jakarta.
Pidarta, Made. 1992. PemikiranTentangSupervisiPendidikan. Jakarta: BumiAksara.
Sahertian, P.A. 2000. Konsep Dasar dan Teknik Supervisi Pendidikan dalam Rangka Pengembangan Sumber Daya Manusia. Jakarta: RinekaCipta.
Sugiyono. 2009. MetodePenelitianKuantitatif, kualitatif dan R D. Bandung: Alfabeta.
UU No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
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THE „REOP‟ ARCHITECTURE TO IMPROVE STUDENTS LEARNING CAPACITY
Edna Maria, Febriyant Jalu Prakosa, Christiana,Monica Ganeip Pertiwi
ednamaria4781gmail.com, febriyantjalugmail.com PPs. MMP Universitas Kristen Satya Wacana
Abstract
This paper reviewing about a model of teaching by scientific approach as an effort of educator to increase the students learning capacity. The leading role of education is to
increase the capacity of students in terms of personality, the development of social, and academic learning. A lot of models of teaching which has been developed and applied to
reach the goal. The models of teaching is able to affect the pattern of students learning. This model emphasizing child-centered learning with a flange on the model scientific research
that can train students to develop hypothesis and the reasons in causality. The students are stimulated to conduct research and investigation with guidance from the teacher. A structure
in this model have phases such as Research Elaborate Order and Publish REOP that can run in a series of teaching. The first phase, Research, explore the richness of the concept of
students. The second phase, Elaborate, students with the teacher confirm the findings of a concept with empirical evidence. The third phase, Order, students discuss the results of
confirmation with a friend. The fourth phase, Publish, students communicating the results of its research to others. Writer find result that students stimulated to active and independent in
their learning. This model helps them identify conceptual problems and getting them to devise ways to solve problems. A model of teaching scientific research has educational dimension
which is to make discoverer have some humility but with high integrity.
Keyword
: Reop, Models of Teaching, Learning Capacity
Introduction
Education has played an important role in people‘s lives. Therefore, many
developments toward teaching and learning process had been made throughout the history of education, especially in Indonesia. The proof of development of education in Indonesia can
be seen through the changing of national curriculum in Indonesia. Since Indonesia‘s independence in 1945, there had been several curriculum changes such as in 1947, 1952,
1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006, and the latest is 2013. Curriculum itself is considered as a tool to reach the goals of education and also as the guidance to the
implementation of education. Thus, the changes of curriculum in Indonesia can be regarded as an attempt in searching for the most ideal education model to be implemented in
Indonesia.
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As for curriculum itself is seen as the tools to reach educational goals of a certain nation, then, curriculum has to be applicable in any circumstances and also has to follow the
changing of times. For that reason, the changing curriculum was made along with the changing of teaching method and approach in order to adapt to the country‘s recent
condition and development. During the development of education in Indonesia, several different teaching-learning methods and approach were implemented. The most popular
method was teacher-centered learning. Teacher-centered learning is a one-
sided learning process where the teacher‘s role is as the main source of information. According to Hadi 2007, many learners who are produced
from this method are passive and not truly creative. Learners here may also be dependent learners who lack of courage or vision to learn by themselves or to conduct their own
research. This might implicitly imply that the educators who apply teacher-centered learning method are barely creative themselves, because they only make use of lecturing technique in
their teaching-learning process. As stated by Hadi 2007, even though some alterations had been made into this learning method, such as by combining lecturing technique with
discussion and tasks, the maximum learning outcomes still cannot be achieved. Subsequently, a teaching-learning process that can involve learners actively is needed
in order to attain the best learning outcomes, to encourage learners to develop their own ways of learning, and to push learners to conduct their own research someday. Then, many
educators feel the necessity to move toward student-centered learning method. In this method, learners are required to engage enthusiastically and actively in doing their tasks and
class discussions. In addition to that, the main role of educators is also changing from the main source of information into learners‘ facilitator here in this method. As a result, learners
will be accustomed not only to develop their own ways of learning, but also to obtain the ability to carry out their own study later on.
Related to student-centered learning, current curriculum used in Indonesia curriculum 2013 put scientific approach to practice; here, scientific approach requires the students to
follow several steps, such as mengamati observing, menanya questioning, menalar reasoning, mencoba attempting, membentuk jejaring framing networks, and
mengkomunikasikan communicating. Through this scientific approach of curriculum 2013, learners are pushed to think more critically and learn more independently. In that case, any
learning method in relation to scientific approach could go together smoothly in this new curriculum.
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One specific learning method that shares similarities with the concept of this 2013 curriculum is REOP Research, Elaborate, Order, and Publish. REOP is a learning
architecture that was developed fromstudent-centered method consists of four correlated scientific steps that could help learners to construct their new habit of research-based
learning. By performing this method, learners are believed to be ready to face and solve any problem smartly and also to process any information through scientific research. Besides, if
learners are accustomed to conduct this method, learners will also be accustomed to think and process all ideas and facts scientifically. As a result, a new habit is constructed. As mentioned
before, the goal of this method is to build a new scientific habit to the individual who are accustomed to do it.
Optimistically, if REOP is applied in the era of this 2013 curriculum, many Indonesians, especially learners, will be comfortable with a new way of thinking
scientifically and critically. Then, up to date REOP could be considered as a revolutionary replacement for the obsolete teacher-centered learning.
Method and Literature Review
The method used in this paper is a qualitative approach. We doexploration of activities in order to understand and explain about problems in this paper. A gathering of various data
and information is done with the technique of the study of the literature and data sources. The authors examine the concept of learning that applies to the teaching model with a
scientific approach.The previous study findings supported the notion that active techniques do aid in increasing learning as in-class activities led to higher overall scores while lecture
led to the lowest overall scores. The hypothesis about lecture that would be most effective on knowledge level questions was not supported. In fact, the lecture method was actually least
effective as correct scores on knowledge level assessments were significantly lower than both comprehension and application. Active teaching can be an added bonus for teachers who are
managing students with different learning styles. According to Joyce, Weil, Calhoun2009, there are four important things that need
to be considered in determining an effective teaching model by considering learners way of thinking and environmental education, among other things: 1 The term constructivism
becomes an important term when the teacher wants to unload notion of effective teaching models. Plato and Aristotle developed a theory about the purpose of constructing knowledge
and how to perform it. Other experts who initiated the theory are John Dewey and Lev Vygotsky. The main idea of these ideas are in the process of learning, the brain store
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information, its process, and the change of previous conceptions. Learning is not just a process of absorbing information, ideas, and skills; because the new material will be
constructed by the brain. Constructivist attitude is not merely knowledge transmitted by teachers or parents, but would have to be built and displayed by the students so that they can
respond to the information in an educational setting. 2 Meta-cognitive is related to constructivism in how effective learners are aware of how they should learn; they developed
the devices and observed the progress of learning. Teachers have to really pay attention to the learning patterns underlining each model of teaching to help students develop meta-cognitive
control over each model and try to help them learning to construct knowledge learned. 3 Scaffolding refers to the various ways that can be applied to help students acquire meta-
cognitive control to maximum. This strategy is used to observe the ability of the students as a learner and to pay attention to their learning strategies. 4 Finding the most likely areas of
development. The best procedure to encourage the development of the individual to the complexity and flexibility is to compare the rate of development of ones personality and the
environment, while still trying to get the individual to enter the next stage of development. 5 The role of expert performance in selecting the destination. Essentially, this requires the
performance of whatever thing that can be done to build curriculum step by step. The curriculum itself is designed to help students move toward a higher level of competence or
anything the teacher delivered to the students in order to achieve the highest performance, while recognizing that the behavior of expertise is limited by the development of their
ability. One model of student-centered learning is by involving students in the original research
problem, exposing them to areas of investigation, helping them to identify conceptual or methodological problems in these fields, and inviting them to devise ways of solving
problems. From here, they can see how knowledge is created and built a community of scientists. At the same time, they will appreciate the knowledge as a result of exhaustive
research process and may also learn the limitations and advantages of the present knowledge. The structure of scientific research in the teaching model has many forms. Basically, in the
first stage, the students presented the research, which includes the methodologies used in the study. In the second stage, the problem began to be arranged so that students can identify
problems in the study. At this stage, students will experience some of the difficulties they have to overcome, such as the interpretation of the data, or the establishment of data, or
control trials, or formulation of conclusions. In the third stage, students are asked to speculate on the matter, so that they can identify the difficulties involved in the study. In the fourth
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stage, students are asked to speculate on ways to clarify the problem, re-designing trials, process the data in a different way, generating the data, develop the constructs, and so on
Joyce, Weil, Calhoun, 2009.
The first phase The second phase
Students are shown one field of study Students formulate problems
The third phase The fourth phase
Students identify the research problems Students try to clarify the issue
Table 1Structure of The Research Model
Finding and Discussion
A structure in scientific approach of teaching model can be developed to bea learning architecture such as Research Elaborate Order and Publish REOP.
The first phase, Research, explores the richness of the concept of students. This is the
process of searching for and finding all the theoretical concepts that must be learned by teachers and students through literature that is useful to construct knowledge in the form of
concepts or theories as a whole based on universal scientific standards.Teachers will have to learn the school curriculum or classroom curriculum that will be taught, while students learn
necessary concepts in the context of universal science, not international. The steps in Research are:
1. Studying the structure of the existing science to the field of study or related subject, and choosing the concepts of science or field of study or subject area to be taught.
2. Select only the essential concepts. Non-essential concepts should not be used in this research.
3. Teacher and students should do in-depth study of the concepts that have been raised through library, searching on the internet, or asking to the expert of the specific field
learned. Keep referring questions. For example: How do I obtain an explanation and definition of the concept? Do the explanation exist in the dictionary, encyclopedia,
internet? 4. The results of the study about the scientific concept are made into concept map or
sequence of logical thought, so a full understanding of the overall concepts taught can be achieved.
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5. Write the concept map, the structure of thought or logical order in a way that the researchers can compare the structure of thought which made with each other. As a
result, each students will be confident with the structure created with the help of teachers.
The second phase, Elaborate.Students along with the teacher confirm the findings of a
concept with empirical evidence. This is the process to confirm the findings obtained previously review based on evidence that is laboratory or field work observation, interviews
and other ways that meet the requirements of science. The results of this process will be the findings of knowledge which has been confirmed with the empirical evidence. Students in
private or group will report the findings in writing scientific reports using a common standard. Steps taken:
1. Select the essential concepts that will be studied based on a logical sequence that has been made in the previous stage.
2. Find the real evidence from the daily life or conduct experiments simple research in the laboratory. Field work can also be done to verify the concept or theory learned.
3. Arrange the particular evidence in a logical sequence as to elaborate. 4. Students write the findings in the form of evidence in group or individual under
customary rules of scientific writing.
The third phase, Order.Students discuss the results of confirmation with a friend. In
this step, there will possibly be controversial issues found, because the step discuss mainly about the subject which sometimes is not in the same line with the study of spiritual values
and religious, also moral and cultural values. For example: questioning about child, gender, family, human rights, justice, poverty, democracy, destruction and environmental integrity.
This process is important because it has the intention to allow the students to make decisions based on their conscience as the foundation to act according to the conscience of the students.
This means that the Order becomes an imperative internalization of ethical values. The activities and sources on Research can be found from Library Research, e-library,
website. The data sources for Elaboration such as Survey, Service learning, Experiment and Laboratorium project. Order activities by reporting, making tutorial, and writing.
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The fourth phase,Publish.Students communicate the results of their research to
others.The process of discussing or reporting the findings obtained in step carefully in the form of discussions, tutorials with classmates by students. Alternatively, invite resource
persons or experts in the field. The students will use a variety of medium on their own, for example through workshops, conferences, or seminars. There are opportunities for students to
choose a more communicative and expressive medium, for example through painting, performance art, posters, and so on. All feedbacks obtained as the result of communicating
the findings of the research-based learning has an educational dimension that is to make the inventors have humility along with high integrity. At this stage students develop the capacity
of communication skills oral and written, application of knowledge qualitative quantitative, utilization of IT, improving learning and performance, alsothe ability of
working with others. Figure 1.Sources and Activities for Research, Elaborate and Order
SOURCES AND ACTIVITIES
Research:
- Library Research
- e-library
- Internet
Elaborate:
- Survey
- Service Learning
- Eksperiment
- Laboratorium Project
Order:
- Reporting
- Tutorial
- Writing
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The flowchart of REOP learning architecture can be described as follows:
From the flowchart, it is shown that the teaching and learning process begins by the distribution of tasks. The sources to complete the tasks can be found through searching on the
internet, doing laboratory experiment, or through some readings in library. Then, proceeds to Research process. Done with the Reasearch, we then can Elaborate the result of the
Reasearch. Subsequently, the result of elaborating should be out in the correct order following the correct steps of Order. Next, the final result can be published. If the result is
accepted, there will be a continuation to the next topic; if the result is not accepted, a further study of the current topic should be made using the exactly same steps as previous.
Conclusion and Suggestion
All processes in REOP learning architecture can be considered as a way to develop a curriculum through scientific approach. REOP architecture is a highly appropriate model of
teaching that promotes students ‘liveliness.
Educators need to be aware that the selection of appropriate teaching model will affect students learning capacityHackathorna, Solomon, Blankmeyer, Tennial, Garczynski,
2011.An understanding of learning learning phase, the results of study is needed in order to recognize how learning and knowledge building. Learning can be viewed from two theories,
the theory of learned behavior and cognition theory. Underlying constructivism of learning theory is a theory of cognition, which assumes that learning is a process that follows the
Research
Elaborate
Order Teaching and
Learning Process
Task Library
Lab Internet
Publish If No
If Yes
Next Topic
Figure 2.The REOP Flowchart
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model of information processing, where there is the transformation of inputs into outputs. Learning is a process by humans and is due to the interaction between the learner and the
environment, and generates a response due to the interaction between the new information that has been stored in long term memory Rustaman, 2005.
Teaching is a complex endeavor. Combined factors, such as students‘ motivation and
the instructor‘s rapport with the students, have the potential to influence how effective any technique is Tomcho Foels, 2008. The need to update the learning approach involves the
essence, content and methods of learning. This update on a floor by the findings theories concepts of the new growth of the brain and intelligence, and is triggered by a change in a
multidimensional environment and life requires commitment and human capabilities HR is higher Suryadi, 2007. In Students learning system, students being demanded active doing
assignment and discussed with teacher as facilitator. If students active, their creativity will developed Hadi, 2007.
The success of a teaching model to improve students learning capacity is influenced by various factors. Factors that play a role in influencing the success of this learning are
educational institutions, educators, and learners themselves Hadi, 2007.The REOP Architecture can be used to develop a curriculum that leads to
students‘liveliness. A suggestion for further research is about how this learning architecture can be used for all
levels of education starting from early childhood education into the college level.
References
Hackathorna, J., Solomon, E., Blankmeyer, K., Tennial, R., Garczynski, A. 2011. Learning by Doing: An Empirical Study of Active Teaching Techniques. The Journal
of Effective Teaching Vol. 11, No. 2, 40-54. Hadi, R. 2007. Dari Teacher Centered Learning ke Students Centered Learning . Jurnal
Pemikiran Alternatif Pendidikan INSANIA Vol. 12 No. 3, 408-419. Joyce, B., Weil, M., Calhoun, E. 2009. Models of Teaching Eighth Edition. New Jersey,
USA: Pearson Education, Inc. Rustaman, N. 2005, Juli 22-23. file.upi.edu. Retrieved Oktober 12, 2014, from
www.upi.edu: http:file.upi.eduDirektoriSPSPRODI.PENDIDIKAN_IPA195012311979032-
NURYANI_RUSTAMANPenPemInkuiri.pdf
Suryadi, A. 2007. PEMANFAATAN ICT DALAM PEMBELAJARAN. Jurnal Pendidikan Terbuka dan Jarak Jauh, Volume 8, Nomor 1, 83-98.
Tomcho, T., Foels, R. 2008. A meta-analytic Integration of Learning Outcomes. Teaching of Psychology, 286-296.
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E-LEARNING-BASED TRAINING MODEL FOR ACCOUNTING TEACHERS IN EAST JAVA
Endang Sri Andayani, Sawitri Dwi Prastiti, Ika Putri Larasati, Ari Sapto Universitas Negeri Malang
E-mail: endanghandayani07yahoo.co.id; ines_dpyahoo.com; ika.putri.feum.ac.id
Abstract
The improvement of teachers competencies have been implemented through conventional training or “class” training. The model demands on high cost and limited
participants. The survey result in East Java reveals that the majority of teachers seldom involve in training activities, meanwhile Information and Communication Technology ICT
has been accessible and affordable in cell‟s coverage area. The availability of ICT facilities provides opportunities to implement e-learning-based training for teachers. This research
aims to use a development research and a test model of effectiveness by using an action research. The result of development signifies that e-learning model should concern in the
capabilities of participants in ICT Direct and Indirect Model. In common, both models contains component of online class orientation, training session and learning evaluation. The
result of study shows this model is able to improve the teachers‟ capabilities in Financial Accounting. Teachers with high capabilities in ICT are more easily adapted with e-learning,
hence all processes might be implemented in online basis. Conversely, teachers with low abilities in ICT are vulnerable for failures in online training. Accordingly, an indirect
training might be executed through a phase of ICT orientation and orientation of online class before conducting further phases in online training. The improvement of effectiveness in
independent learning process requires a comprehensive content in e-learning and should be performed in sequential basis. Additionally, it is prominent to implement training at the same
time with school schedule. Despite of the availability of ICT facilities at school, an academic sharing might be easily comprehended.
Keywords: E-Learning, Teacher Training, Accounting
Introduction
A variety of stadies have stated that teachers have prominent role in the successful of the graduate students Odhiambo, 2008; Heck, 2009. Considering the teachers‘ significant
roles in learning process, teachers are encouraged to simultaneously improve competencies in accordance with development of knowledge and technology. It is supported by Craig et. Al.
1998:12 revealed that a key success in teachers‘ performance quality is the continuity of enhancement of teachers‘ competencies. Teachers as agents of change in school should be the
main priority in developing education quality, despite other available resources at school Hooker, 2010. As a result, Indonesia government has employed several educations and
training model for teachers. However, the training conducted primarily has been operated
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under conventional model class training in which education is limited by space and time. The conventional training model also requires time, energy and high costs.
In order to mitigate the constraints above, the rapid development of Information, Communication and Technology ICT might be alternatives of solution as ICT is more
widely accessible and is categorized as low costs. The application of ICT in training might reach more participants at lower costs. Chakupalesa et.al. 2013 statesthat the distance
education might improve access quality at low costs. Besides, the ICT also creates academic sharing and experience among teachers in different ages, different abilities and different areas
with distinctive problems. Lindquist Long 2011:225 affirmed that the application of ICT might result in a ―digital native‖, a term to represent people who are growing up with
information and technology. ICT for learning has been implemented by numerous universities. E-Learning is a part
of distance learning.Simonson, et.al. 2008:25 affirms that distance learning is a methodology and technique strategy which offers possibilities for delivering content and
providing communication among participant in education process even the participants come from geographically diverse area. The study contribution in digital era might be observed in
the outline of innovative method supported by ICT to maximize learners in dialogue approach in students-centered learning Salmon, 2002; Sandholtz et.al, 2002.
Afifi 2011:365 observes by which e-learning is a principal device to be applied in overload teaching in a large number of universities inEgypt. The potential advantage of e-
learning is the flexibility in large class and study time, the improvement of students‘ abilities
in accordance with knowledge that are independently absorbed, the development of information retention, the delivery of education for local students, the mitigation of
educational costs and the delivery of education for disable students. The learning process with e-learningencourages people to independently express ideas in virtual classroom and
creates high quality in communication Davis, 2012: 13. Apart from that, e-learning also broadens educational opportunities for learning via ideas sharing among colleagues and
teachers. In its development, e-learning has been applied in training model. A study conducted by Li 2009 found e-learning in pre-service teacher training was successful
because e-learning has capabilities to attain learning objectives. The capabilities of independent learning from pre-service teachers improved and students also actively
participated. The distance learning program was also employed by Lakatos et.al 2003:28 with the aim of providing flexible learning in space and time. In developed countries and
developing countries, e-learning has been widely delivered in service media to comply with
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demand of upgrading knowledge, skill and qualification of teachers Burns, 2011:9.Based on the above rationality, this research aims to improve e-learning-based training model which is
supported by Moodle for accounting teachers in East Java.
Methodology
This research was carried out into 2 phases consisting of development model and atest model of effectiveness. The improvement of prototype model used a development research
model Dick Carey 1985. A product of this phase is a conceptual model, that is, e- learning-based training model for teachers and it is supported by moodle. In order to test the
model, an action research design was applied. A targeted population for the test model of effectiveness is Accounting teachers in Senior High Schools in East Java. A random sampling
results in sample of this study which covers Probolinggo, Pamekasan, Malang, Mojokerto, Banyuwangi, Tulungagung, Ponorogo, Situbondo, Blitar, Lamongan and Lumajang, which
each area had 35 people as sample. Data collected by using documentation technique, assessment and questioner. Further research data was analysed by using qualitative analysis
and quantitative analysis.
Results of Study A. The Advantages and E-learning-Based Training Model
A survey result in 6 six cities in East Java shows that 56 of Accounting teachers have education background in non-Accounting area. Even teachers with work experiences
more than 20 years, but there is a lack of efforts in improving teacher competency. There was 67 teachers have rarely participated in professionalism-related training for more than the
last 20 years. It is indicated that the causes of the circumstancesinclude limited funding, a large number of teachers and a high demand on additional competency that must be obtained
by teachers nowadays. The survey also seems to indicate that the majority of teachers have accesses to PCs,
notebook, Internet at home, school and home environment at low costs.Even though there is a complete computer facility, but almost more than 50 of teachers have experiences neither in
using ICT for learning objective nor other objective purpose. The condition is supported by data that signifies only 15 teachers stated they often have access to computer facility and
Internet to attain information and communication. It is as a result of a fact that teachers have no comprehensive acknowledgment in operating ICT.
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Considering the requirement analysis above, training prototype developed in this research uses WBM Web Based Model. WBM covers not solely the use of computer as
communication media but also online learning, online communication, e-mentoring, webinars, webchats, telecollaboration and teleresearch projects Burn, 2011:53. There have
been numerous WBM format might be used but this research uses Moodle. A training class is designed in a form of e-learning pages comprising of main page,
Orientation of Online Class and training sessions. The main page of e-learning provides general information including training subject, guideline, news forum and information about
instructors. The main page aims to inform training participants to be physically and mentally prepared for being active and effective participants. Participants must aware that being
independent learner and highly participate in this training model are compulsory. Each page provides menus for training materials, discussion, assignments, forum and other menus that
are accessible for participants. The questioner result also signifies that navigation design enabled participants to find class content and inclusive features.
For participants categorized as newcomers in e-learning, the model provides Orientation of Online Class. The Orientation of Online Class is designed to provide
opportunities for participants in understanding the content in e-learningin order to avoid further technical difficulties in the main session of training. A survey conducted by Li 2009
reveals that when participants independently learn materials, teachersinstructors supports are still in high requirements.
A main session of financial accounting training is organised in a form of training session. Each page provides learning components consisting of learning objective, materials,
learning process and evaluation. The learning objective is displayed in every ―entrance‖ of main page. Training materials are displayed in module, Powerpoint, tutorial video and linked
articles. Tutorial videosare performed in TeacherTube. Synchronous and asynchronous model are used in learning activities, meanwhile a learning evaluation is conducted online by using
features in Moodle.
B. The Result of Model Test
A model developed above has been tested for effectiveness in Accounting teachers covering 11 cities in East Java. The training was carried out into 3 cycle, comprising: 1
orientation of online class; 2 training in Accounting for Inventory;3 Accounting for Fixed Assets.
1 Cycle 1: Orientation of Online Class
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In this research, activities in Orientation of Online Class were online implemented. It signifies that participants joined the class from distant areas. There were three prominent
activities in this cycle consisting of an assignment aboutbiodatasubmission, an assignment about discussion forum, and an assignment about assessments and quiz. The result of test
shows that only 8 participants were successful in submitting biodataon schedule, 10 participants had filledbiodata but unsuccessful to submit; 12 participants submitted biodata
outside time required. The low participation in submitting biodata might be caused by: a Orientation of Online Class was online-based implemented thus participants withlimited
skills in ICT had difficulties in the operation of computer technology; b participants had no efforts to read guidelines forbiodatasubmission; c participants who filled biodata but failed
to submit because there was the last phase missed in the process of submitting. Other fact shows that none of participants involved in an assignment about discussion.
A similar condition also occurred in assignment about quiz.There were only 15 participants were active in completing exercises. The low participation in discussion forum might be as a
result of: a e-learning-based training is a new media for participants and participants have lack of experience in sharing open ideasinformationadvice in discussion forum; b a timid
or unconfident feeling to express information in discussion forum; c the guidelines for Training Activity has been unread by participants thus an activity like discussion forum is
considered as a complement not a compulsory. In order to improve the participation, the 2
nd
cycle encouraged participant for being active in discussion.
2 Cycle 2: The Training of Accounting for Inventory A pre-test was performed first before training materials delivered. From 30 active
participants in 1
st
cycle, there were only 20 participants had been involved in pre-test. The average score of pre-test in accounting for inventory was 4.33 and pre-test in accounting for
Fixed Asset accounted for 5.9. Furthermore, training activities were executed for materials of Accounting for
Inventory by using synchronous and asynchronous format. The learning activities were carried out into 3 activities comprising of independent learning, discussion and assessment. In
an independent learning, participants were able to access materials. The effectiveness of independent learning process might be observed in sorts of discussion topics raised by
participants an the result of assignments and quiz. The majority of discussion topic relates to materials which have already written and discussed in modules and tutorial videos. It
signifies that several participants had no comprehensive acknowledgment in materials. It is
376
indicated that there was a failure in the way of participants‘ learning. Participants watched video without reading modules first. In addition, participants also finished up assessment
without a comprehension of modules. The design on materials delivery in e-learning which could be accessed at the same time was considered as an ineffective design. The final result
of this was the result of assignments about Accounting for Inventory that only accounted for 4.2 out of 10. Besides, the majority of teachers involved in e-learning when there was a
schedule at school, meanwhile this training was delivered in school break schedule. In order to reach an increase of participation in discussion, instructors encouraged
participants in two efforts. The first effort was an announcement abouta compulsory to participate in the discussion activities because it is a prerequisite for obtaining training
certificate. The second effort was a regular display designabout status of participation.Those efforts were considered effective as there was a mark increase in participation at discussion
forum reaching for 10 people. The most preferable discussion topic relates to recording process of inventory that was excluded to be delivered in Accounting textbooks.
3 Cycle 3: The Training of Accounting for Fixed Assets In this session, the number of active participants in training amounted for 20 people. In
similar with Cycle 3, the learning activity was carried out into 3 activities consisting of independent learning, discussion and assessments. The independent learning process was
improved by the design of accessibility materials in sequential basis. Module was designed as the first material to be accessed while other materials were hidden. Afterwards, materials in
form of powerpoint was shown and followed video tutorials and linked articles. A forum discussion and assignments were opened after participants learned all training materials. This
treatment was effective because it had a great impact on the average score of assignment reached 8.0 the last assignment was 4.5 and post-test score was 7.94 compared with post-
test score in Accounting for Inventory which only contributed 5.90 In 3
rd
cycle, participants‘ participations had a significantincrease. Accounting for 8 people were actively involved in discussion forum with topic from instructors and 12 people
were active in discussion forum with topic arisen from participant. The cases discussed were the treatment of Accounting for Fixed Assets in IFRS basis and other real cases related to
Fixed Assets.
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Discussion
As discussed above,it is stated that e-learning model applied in this research is WBM model. The quality of e-learning prototype developed, generally might be observed in 4
components, including content, communication, assessments and explicit learner support Goldsworthy Rankine, 2009.
1. Content Mubarik 2012:1 stated that a good content is able to integrate explicit and tacid
knowledge, and deliver to students as well as conventional learning which have the following characteristic:
a. AccessibilityShareability refers to content that is accessible from one location and sent to another location. The prototype model developed had been met the criteria of
accessibility by using web browser such as Internet Explorer, Mozilla, Google chrome and other browsers. The training contents are accessed by registered
participants, administrator, instructor and guess visitors. The ease of access in learning materials might be executed by using Learning Management System
LMS-Moodle application has been considered as a well established and comprehensive and open source Sutanta, 2009:4 danTsauri, dkk. 2009:2. It is also
supported by reviewer of prototype that affirms the prototype model has attained the criteria of ease of access.
b. Interoperability refers to content developed might be operated by using different tool in different operation system platform and might be operated in some sorts of
operation system in several mobile facilities. This research has learning content comprising of text based and multimedia content. The content developed in this
training model has been integrated all facilities that create interactive effect. Multimedia is more interesting and might motivate learners to participate in virtual
learning process Vamosi, et.all. 2004:7; AFT, 2000:18. c. Durability means the content is developed to sustain from development and
alteration of technology. The implementation of moodle for the prototype is based on several considerations that moodle application is a free open source, enable for
modification by instructors in accordance with the requirment, might be updated, and might be compatible with operation system and highly used by provider web
hosting Sutanta, 2009:14. d. Reusability, it is a content reused to make further development. The learning content
developed in prototype model in this training involves material of Financial
378
Accounting in principle basis. The reusability criteria prepared in material of Financial Accounting because it is considered as a development plan to reach the
next level of Intermediate Accounting. e. Cost Effectiveness
Cost effectiveness is a content that might improve efficiency and productivity. Although e-learning is considered as a low cost media in term of learning process,
but it demands on high initial investment to design and create LMS programs, the cost of developing materials, the cost of introduction, the cost of training and other
related expensive costs Sutanta, 2009:14. Apart from the high investment cost, time efficiency and cost efficiency in e-learning might reflects several conditions
such as it excludes expenses in class facilities, and it reaches training students in isolated areas, the availability of instructors. In addition, training students are also
able to independently manage study time Effendi and Zhung, 2005 in Sutanta 2009:13.
2. Communication In similar with face-to-face learning in conventional class, the success of e-learning-
based training is determined by the role of communication between trainer teacher with students learner, and communication among learners. Learning communication designed in
this training uses synchronous and asynchronous model. Synchronous model assists learner to be participant without isolated feeling. It also avoids frustration in questions or answers in
real time basis Hrastinski, 2008. Communication synchronous media prepared by Moodle is Chat. Chat enables direct communication between learner and instructors and other learners
in real time. Additionally, the direct communication also uses other medias such as handphone supported by Short Message Service SMS, WhatsAp, Line and other similar
medias. Asynchronous media in this research are in discussion forum and email.
3. Assessment Assessment is a core of study activities and teaching. Basically, assessment in e-
learning is similar with conventional learning but specifically, there is an e-assessment in e- learning. E-assessment is assessment supported by ICT to present assessment activities and
record responses, including assessment process end-to- end from training participants‘
perspective and tutors JISC, 2007:6. In this training model developed, the assessment of training result developed in Computer Based Assessment CBA which is associated with an
379
evaluation delivered and marked by computer; and Computer Assisted Assessment CAA that refers to an evaluation which is fully supported by computer. CBA is used in online Quiz
in which the evaluation tool and evaluation process of study result are executed by moodle. Training participants might finish online quiz and directly observe the study result. CAA
model in this model is assignments and discussion forum.
4. Explicit Learner Support Explicit learner support becomes one principal component in the quality of e-learning.
Explicit learner support focuses on e-learning to support learners in integrate e-learning in this research uses Moodle with software and or articles linked with other external programs
GoldsworthieRankine, 2009:340. Explicit learner support must involve text-matching software, links to students support
materials internally provided and links to students support materials externally provided.This research is limited to links to students support materials internal and external
thus it excludes text-matching software. Text matching software relates to assignment provided for learners that are supported by software to evaluate whether the students‘
assignments are free from plagiarism GoldsworthieRankine, 2009:340. Text-matching software is excluded as assessment in the this prototype because there was no essay
assignment that had subject to plagiarism risk. This prototype also has links to students support materials external comprising of
links to articles reading sources, links to guidelines of assessment activity and links to other relevant information whichmeet class objective. Meanwhile, links to students support
materials external developed is linked materials or articles from credible website. Students might search for link materials from other websites rather than articles provided in training.
Additionally, participants have opportunities to access learning video which is supported by software screencast O-maticvia link connected with TeacherTube.
In reviewing of the result, it can be observed that participants with high performing skills in ICT had advanced score in training. From 35 participants registered, there were only
20 people participated during the training. There is a possibility that distance learning from initial process in this training became one cause of the low participation. Participants failed to
be involved in training full time because an orientation of online class online conducted. The low capabilities in ICT became constraints in learning process. Accordingly, e-learning-based
training might be more effective if training participants have basic skill in ICT. For
380
participants with low skills in ICT, it is compulsory that Orientation of Online Class is conducted via face to face between instructors and teachers at school. It is in accordance with
Li 2000 that reveals students might have difficulties in learning material independently, hence it is preferable if there was a guide to how to join e-learning before the real online class
executed. According with the case, this online training model should be carried out into 2 models as follows:
a Direct Model Teachers with good skill in ICT are targeted for this model. Accordingly, all phases in
e-learningrange from orientation of online class to evaluation that might be directly online implemented.
b Indirect Model This model is suitable for teachers with low skills in ICT. Teachers in this group
should engage in ICT first before following training session. The Orientation of online class might be conducted face to face in class offline. Afterwards, the online class
might be initiated if participants have good skills in ICT.
It is significant that an effectiveness of independent learning process should consider the sequence of e-learning content. It signifies that not all contents might be accessed at the
same time, but must be displayed in sequence basis according to phases in learning process. It is a critical factorbecause an independent learning becomes an undeniable factor in the
success of training. Chao et.al. 2006 reveals that students are influenced not only by study facilities but also by how the learning process is conducted. In depth, Schramm, 1977 in
Allay, 2004:15 explains the learning process is more highly determined by content and learning strategy available in learning materials rather than technology used to deliver
instruction. After participants comprehend material content in modules, powerpoint and tutorial
video, participants might raise question or discuss material in discussion forum. The questioner result shows that 95 of participants wereexcited to hear opinion from others
whose different background and ideas from others were considered as prominent assistant to comprehend a topic. Discussion materials were arisen by instructors or participants. It is in
accordance with Li 2009 that reveals the implementation of online discussion might increase motivation of students.
The activity of discussion board covers weekly entry such as reading or discussion in lattest issues GodsworthyRankine, 2009. In discussion forum ―online class problem‖ is
381
expected to be media for participants to solve technical problems from the beginning of the training initiated, hence participants have no disadvantages when joining the training just
because technical problems. Considering activity of Discussion forum, it might be concluded that training participants have numerous questions or cases related to Accounting materials.
The condition risen because there has been an application of new Accounting Standard and teachers have lack acknowledgement in that matters. This information is important for
government or responsible parties to improv e teachers‘ competency and to observe all
requirements or constraints encountered by teachers in the implementation of professional tasks.
The result of test also shows that a schedule of training failed to be executed on time because the training was applied in school break schedule, meanwhile the majority of
teachers training participants accessed e-learning at school. It therefore, it is critical to consider that the training schedule should meet school schedule. Although there was a failure
in reaching schedule, but the result of test revealed the score of post-test increased and it signifies that e-learning-
based training enables the improvement of teachers‘ acknowledgment and comprehension in material of Accounting for Inventory and Accounting
for Fixed Assets. The success of this training supports a research conducted by Li 2009 that shows the use of e-learning in pre-service teacher training is successful since e-learning
might reach the expected learning objective. Similarly, Moon 2005 also conducted e- learning in workplace-based for manager in Small Medium Enterprise in Europe. The
distance learning was also applied by Lakatos et.al 2003 with a view to providing more flexible learning over space and time. In developing and developed countries, e-learning has
been widely delivered as a part of service facility to meet the requirement of upgrading knowledge, skills and teachers‘ qualifications Burns, 2011
Conclusion
The availability of ICT and teachers capabilities in ICT leads possibilities of improvement in e-learning based training model that assists teachers develop the sckill via a
training from distant areas supported by ICT. The e-learning-based training is effective only if students have good skills in ICT particularly in how to operate MS Office. A group of
teachers who have lack of how to use ICT effectively was the most barrier in this sort of training. A treatment of this is the group should be engaged in Orientation of Online Class
that includes materials of ICT before the real class of training is initiated.
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In order to improve the effectiveness of training for teachers and school, the training materials should consider teachers‘ demands. The training materials might be designed in
form of modules, powerpoint or macromedia flash, tutorial video, link materials or link articles from credible websites. Those materials are displayed to participants in sequential
basis, beginning from modules then followed by powerpoint then tutorial video and link website. It is significant for participants to access and learn all materials in a correct order
thus the acknowledgment of materials might be well attained. In difference with a conventional training, it is suggested for e-learning-based training
model to be executed in school days not in school break schedule. It is as a result of the majority of teachers only access e-learning at school. The implementation of ICT at school
might deliver substantial positive effects and also enables an existence of collaborative learning among teachers from different schools.
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385
CONCEPT AND CONTEXT RELATIONSHIP MASTERY LEARNING AND THE RELATIONSHIP BETWEEN BIOLOGY AND PHYSICS CONCEPT ABOUT
MANGROVE FOREST
Eva Sherly Nonke Kaunang Department of Biology
Faculty of Mathematics and Science, Manado State University UNIMA,
Tondano Tonsaru North Sulawesi
E-mail: sherlykaunangyahoo.co.id
Abstract
The destruction of mangrove forest ecosystem function is very influential in both aquatic and terrestrial biota and also cause decreased function and benefits of mangrove for
the people and the environment. Therefore, it is essential for all the parties such as the government, parents, teachers, and community to take an active role. The Thematic learning
is a teaching and learning activities which is combining multiple subjects material in one theme that also can involve parents and the community. This study developed a thematic
learning designed of mangrove forest and also held outside the regular school learning. The purpose of this study is to describe the mastery of concepts, relationship between concepts
and contexts, and the relationship between the concepts of Biology and Physics of mangrove forest on student at SMP Kristen Bellae. Kab. Sangihe. This study, use the method of
research and development of thematic task-based learning with substitution or integration of local elements of targeted school and environment. The result shows a relationship between
the two variables measured, where the relationship between the average indicator reaches 0.41 with enough correlation criterion.
Keyword : Thematic Learning Task, Mangrove Forests, Concept and Context.
INTRODUCTION
Mangrove forests are
one of the forest types
that grow in
tidal areas
which are
inundated during the
high tide and free from
water-logging during the
low tide,which the communities plan
can
adjust with salt
Purnobasuki,
2012
. Dahuri , 2003 in Kordi 2012 suggests that mangroves are found in coastal areas that are protected from the onslaught of waves and sloping areas.
Therefore, it is often that the destruction of mangrove not only occurs naturally, but also because of the human activities that occur in coastal areas.
The destruction of function the mangrove forest ecosystem is very influential in biota habitat, both aquatic and terrestrial biota, as well as a decrease in the function and
386
benefits of mangrove for the people and the surrounding environment. Combating the problem caused by the degradation of mangrove forests are certainly not always put emphasis
to the local government, but we as community must have self-awareness, motivation and responsibility to utilize and conserve mangrove forests. Therefore, the role of education is
very important. Notoatmodjo, 2003 in Yasin, 2012a expressed aims of education imparting knowledge or understanding, opinions and concepts, changing attitudes and perceptions
The implementation of the curriculum in 2013 with a thematic approach to learning becomes the opportunities and challenges in the learning development of mangrove forests.
Poerdawadarminta, 1983, Calmness, 2012 suggests an integrated thematic learning is learning that uses the theme to link the several subjects to provide a meaningful experience to
the learners. The theme is the big idea or main idea that becomes a moot point . Shanahan, 1995, in Madellu 2013 suggested that the thematic learning is a method of organizing
learning around a theme or topic that allows for intergrated a cross- field study instructions. Yasin, 2012b suggested that thematic learning more emphasis on student involvement in the
learning process actively, so that students can gain a hands-on experience and trained to be able to find themselves a variety of knowledge they have acquired. Through hands-on
experiences, students will understand the concepts they learn and connect with others who have understood the concept.
Sudrajat 2008 suggested that thematic learning has the following characteristics : student-centered , providing direct experience , the separation is not so clear subjects ,
presents the concept of a broad range of subjects , and flexible nature , learning outcomes in accordance with the interests and needs of students , and using principles of learning and fun
while playing . Furthermore, still according to Sudrajat, said implementation thematic learning in school has several implications, which is the implications for teachers,
implications for students, implications for infrastructure, learning resources, and the media, the implications of the arrangement of the room, and the implications for the selection of
methods. Madellu 2013 suggests a thematic approach developed as a strategy to improve students
understanding of: the relationship between the concepts learned in the context of each field of study and the relationship between the concepts of multiple fields of study on the concepts.
387
Anonymous, 2005a in Madellu, 2013 suggests that the basic steps to develop the thematic learning method is choose a theme, set a time frame for the implementation of
activities, ensure the theme and the time frame so the instructor can conduct extensive research, do the field trip, the students began to play a role as the center stage of activity.
After all the students have the opportunity to absorb new information, students split from the group and implement the learning function independently. There are some characteristics in
the learning process of groups as proposed by Burden and Byrd, 1999 in Asri 2009, which is each group must have a purpose, even though there may be members of the group there is
no access to the destination. A group that does not have the purpose of the group, is not a group, and each group has a norm.
According Madelllu 2013 the stage of thematic development task included formulation of the theme, the determination of the assignment scope of thematic material,
translation of assignment material in the form of integrative topics or interaction, formulation choice of learning methods approach, the task of designing thematic instruction, formulation
and process indicators performance indicators, and the development of evaluation instruments. From the description above, the goal of the research is to describe the
relationship mastery of concepts and the relationships between the learning context and the relationship between biology and physics concepts of mangrove forests.
METHODS This research is a development Research and development thematic task -based
learning that includes a two-stage design, implementation, and evaluation of processes and outcomes. The design phase includes the design standard thematic task instructions and task
instructions thematic development of the substitution or integration of local elements of the school and school environments were targeted research learning
Subjects were Christian Junior High School eighth grade students Bellae. Eighth grade students assumed to have been or being followed regularly in the classroom learning
about the concept of diversity of living creatures and plant organs that become contextual enrichment activities conducted on the concept of learning in the classroom on a regular base.
The subject of parents as partners in student learning mangrove forest research activities in the design of thematic tasks, parents and community also play a role as a facilitator of student
learning, together with teachers and researchers.
388
Data collection instruments were : Student Task Sheet LKS , Observation Data Format , Format monitoring activities observation measurement in the field, a test to
evaluate , and interviews . Processing techniques and data analysis: Data analysis includes quantitative and
qualitative analysis. Quantitative analysis used to describe the research indicator variables, the correlation between the indicators from the initial meeting to the final meeting.
Qualitative analysis used to explore and describe the patterns of students attitudes and perceptions towards design activities, implementation of learning and the role of parents
community using hypothesis testing using the formula:
∑
,
ρ = rho correlation coefficient � = difference in rank between the variables X and Y for each subject
6 and 1 = rate constant N = number of cases or samples
Ipaipeh, 2011
FINDING AND DISCUSSION
Finding 1. The ability to identify living things in the mangrove forest and mangrove forest types,
derived from 11 students 0:53. The results considered as a strong correlation. 2. Relationship over function of mangrove forests concept with destruction of mangrove
forests, 0:25 obtained from 11 students. The results of this correlation are enough. 3. Relationship mastery wave measurements and identify living things in the mangrove forest
, and the destruction of mangrove forests by identifying and comparing the living creatures in the mangrove forests , types , functions of mangrove forests , mangrove
forest destruction and wave based measurement and identification of factors that influence on the field . 0.53 obtained from 11 students. Result of this correlation is
strong.
389
4. Relationship mastery of biological concepts mangrove forests identification of living organisms in mangrove forests to physics wave. A strong correlation retrieved from
total 11 students that 0.51. 5. Relationship mastery of biological concepts mangrove forest mangrove forest types to
physics wave. 0.53 obtained from 11 students, considered as a strong correlation. 6. The relationship mastery of biological concepts mangrove forest mangrove forest
functions to physics wave of the total 11 students is 0.35. The correlation categorized enough.
7. Relationship of biological concept of mangrove forests mangrove forest destruction and physics wave 0.21 obtained from a total 11 students, the correlation categorized weak.
Discussion 1. The abilities to identify living things in the mangrove forest and mangrove forest types. At
first, the learning implemented in the class, which the researchers describe in general living beings and any type of mangrove forests that exist within the mangrove in
Indonesia. Ask students to answer the activity of forms in accordance with experience and references of each other. Then the learning is doing in the outside classroom again. In
complement of forms this activity; students also engage parents and the surrounding community as a resource to assist in the task, so that the good performance of the students
as there is also help from parents.
2
. Relationship mastery of concepts function of mangrove forests mangrove forest destruction. Learning implemented first in the class, explaining in general what are the
functions of mangroves for natural environmental and for other living things, including humans, and any human activity cause damage to mangrove forests, and natural factors
that cause any damage to the forest mangroves. After that ask students to answer the activity of forms according to the experience, as well as from other sources of each
student, then learning occurs outside the classroom again to complete the entry form, and provide value.
3. Relationship mastery wave measurements and identify living things in mangrove forests , types , functions of mangrove forests , destruction of mangrove forests by identifying and
comparing the living creatures in the mangrove forests , types , functions of mangrove forests, mangrove forest destruction and wave based measurement and identification
factor- influential factor in the field. In general, the concept of waves, among others, how
390
to measure the amplitude, wavelength, frequency and wave speed, using the Student Task Sheet contains about the concepts taught.
4. Relationship mastery of biological concepts mangrove forests identification of living organisms in mangrove forests to physics wave. Describes in general about living
creature in the mangrove forests, and how the sea waves effect on living creatures in the mangrove forests and how it influence living beings to the spread of mangrove forests.
5. Relationship mastery of biological concepts mangrove forest mangrove forest types to physics wave. Generally explain how mangroves reduce wave, and how well the type of
mangrove forests in reducing the huge tidal wave. 6. Relationship mastery of biological concepts mangrove forest mangrove forest functions
to physics wave. Explaining the function of mangrove forests for other living things, including humans, and for the natural environmental example is the function of
mangrove forests to protect residential areas from the onslaught of the waves and the function of mangrove forests as a protective shoreline.
7. The mastery of biological concepts mangrove forest relationship mangrove forest destruction and physics wave, explain what causes the destruction of mangrove forest
either from natural or human. Also as a consequence of the mangrove forest dredged; for example when there are mangrove forests around coastal settlements and destroyed the
existing ecosystem around the mangrove forest will definitely damaged and disrupted by the brunt of the waves are great because there is no more mangrove forests to reduce
wave.
The description of the discussion about the relationship concept mastery and learning context and the relationship between biology and physics concepts of mangrove forests,
giving the impression that an important role in learning is needed for the involvement of parents and the community in building a good interaction for the success of learners. Also in
building a good relationship between the school, parents, communities, and governments in understanding the importance of
the student‘s knowledge, parents, and society about the importance of conservation of the site for living things, which includes humans?
Djulia 2005 in Laksono, et al 2013, Conclude that the scientific concepts that people can overcome the limitations in the context of learning in school. It is intend that the
approach to science learning in schools in the context of the culture and the place of the students are learning very important and well.
391
Application of a thematic approach to learning that is done by Haji, 2009, from the case study research subjects SD and SD N 69 N 70 the city of Bengkulu, obtaining results that stated
that learning to use a thematic approach is better than that taught by using ordinary learning. Further research conducted by Rumidani et al, 2014 on the implementation of the thematic-
based learning environments to enhance motivation and learning outcomes through questionnaires, achievement test, and observation. It proves that implementation-based
thematic learning environments can enhance learning motivation and student learning outcomes in the implementation process learning experiences that involve students directly so
that students are able to discover for themselves the concepts covered in the lesson.
Some relevant research results above show that in carrying out a thematic approach to learning, teachers must be able to innovate so that learning is done to obtain good results and
meaningful for students, parents, community, and government.
CONCLUSION
1. The achievement of student learning outcomes are very good, in terms of student participation in answering questions about the biological concept and concept bmangrove
forests, biological concepts to the context of the relationship between mangrove forests and fields of study.
2. There is a relationship concept and learning context mangrove forests and relationships between concepts of biology and physics of mangrove forests.
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THE EFFECTIVENESS OF TEACHING MULTIMEDIA ON TOPIC OF THREE DIMENSIONS IN TERMS OF THE MATHEMATICS LEARNING
ACHIEVEMENT AND INTEREST OF STATE SENIOR HIGH SCHOOL
Lisner Tiurma, M.Pd. Post Graduate Student of State University of Yogyakarta
lis_nababanyahoo.com
Abstract
This research aims to: 1 describe the effectiveness of the use of multimedia in terms of the mathematics learning achievement and interest and 2 investigate the difference of the
effectiveness of mathematics learning achievement and interest on the teaching using multimedia and that not using multimedia. The research population was six classes of the
tenth grade students of Senior High School 1 Aimas. Classes XA and XF were established as the research sample randomly. Class A received the lesson with multimedia and class XF
received lesson without multimedia. The research instruments were a mathematics achievement test and a questionnaire for the students‟ interest in learning mathematics.The
result of research shows that: 1 teaching mathematics using multimedia is effective in terms
of mathematics learning achievement and interest; 2 there is a difference in mathematics learning achievement and interest in learning mathematics of the students taught using
multimedia and those taught without using multimedia; 3 teaching with multimedia is more effective than that without multimedia in terms of students‟ mathematics learning
achievement and interest.
Keywords
: Multimedia Learning, Three Dimensions, Achievement, Interest.
Introduction
Mathematics is one of compulsory lesson in Senior High School. The students are obliged to learn mathematics from X-class until XII-class, although in future they will choose
major of social science or language. Thus, the students have to learn it. However, there are any observations revealed that students still difficult to learn mathematics, it can be seen from
their learning achievement result which in general their mathematics score are not exceeding other lesson scores such as Bahasa, English, Economy, Biology and so on.
The student‘s obstacles when studying mathematic is important to be revealed, thus recovery
can be held in order to improve student‘s learning achievement related to mathematic lesson. In addition, the research about it necessary to be reviewed from various
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aspects to indicate it. Hence, a difficulty that experienced that may be just come from learning conventional, which is monotonous means teacher do not create an atmosphere of
learning which active, innovative, creative, effective and pleasing or it can also because the subject matter that is fairly abstract for some students.
Although fairly abstract, and a mastery of mathematical concepts to be ruled by such a student who listed for the purpose of learning a standard in, because it is important for
students to understand math and things pertaining to it themselves. Because of that required a high and patience teacher in learning so students can master the concept.
Pertaining to the purpose of learning and to expand it, the mathematics geometry is one component that matters which requires to be studied in mathematics. Material spatial
dimensions three is part of geometry and measurements. One of the reasons the importance of study geometric is to develop skill space on our daily lives. This is in accordance with the
opinions Kennedy, Tipps, Johnson 1993, p.98 that geometry provide a close relation to the world. The aspect of practical and esthetical on geometry found in art and architecture, design
the exploration of space, planning a house, and garments and the car. The topic is interesting students and can be used to develop student‘s knowledge and skill, geometry understanding
the space of students and the ability of completion of problem solving students. Useful aspect think geometry is building and manipulated the mind through object
infinite-dimensional two and three, and perceive objects of different points of view NCTM, 2000, p.41. Basic subjects of geometry learned in Senior High School level and related to
object infinite-dimensional two and three spatial dimensions is three. Based on observation in SMAN 1 Aimas Senior High School 1 Regency Aimas,
material spatial dimensions three hard enough studied for most students, because it is an abstract while the ability of the teacher own in conveying the subject matter with
visualization are lacking. A picture produced the teacher was exciting and possible only occur inaccurate delineation of it is drawn on the board. In addition, teachers are less have in
making teaching media knowledge for students. As manifested by Amin Wan without years, p.1 that the teacher is still lacking the skillful use of ICT in their experiences.
Teachers usually only teaching in an conventional method so that add to the difficulty of students in learn mathematics.
Although in Piaget theory that students age 15 -18 years equal to Senior High School has been in stage operation formal, but no harm to clarify concepts taught teacher
using media to the concept of an abstracting nature that may be understood and pre-sighted students. It means that learning school math also deals between the nature of mathematics
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that abstract and the intellectual development of students. So there are things subject matter in mathematics that not every student can understand in the abstract, but requires media aids
to understand it. As happened in the learning landscape with matter dimensions three in most schools
still has not yet reached the purpose of learning mathematics. Most high school students still have difficulties in learning the dimensions of the three. The fact that is powered by the data
from the National Examination academic year 20092010 on any material dimensions three. On this material only be tested competence with an indicator absorptiveness: ―Calculate the
distance point to a line in the pla ne geometric‖ with absorptiveness students SMAN 1 Aimas
at 0 . This result indicates the need to be researched factors what is the cause low-self the attainment of competence on any material dimensions three in SMAN 1 Aimas district
mizzen. Low-self the attainment of competence students to the matter is also very influential to low-
self student‘s achievement, and could be interest students against that matter is low. Based on the fact that can be found in one of the students at SMAN 1 Aimas, the poll,
by pre-survey was to attract the students to learn that lesson in the mathematical dimension three especially still low. Students tend to pay less than the lesson to the teacher to student
competency completeness effect in three dimensions, the only lesson 0 percent of the total 65 of Minimal Completeness Criteria that which is prescribed.
Completeness whose competence very low caused by interest learn that is low. It is proven by the results of a survey on the kids SMAN 1 Aimas that has been or never joined
the activity of learning with matter dimensions three. The survey interest learn from this material through poll said that interest the students to a criterion low on this lesson.
Students who have interest on certain objects tends to impart a higher profile against that object. Matter mathematics, learning mathematics, math teacher, book mathematics, duty
mathematics, aboutduty mathematics, and test. mathematics is the object of interest on mathematics. Thus, students who have interest on mathematics are likely to pay more
attention towards an object related to math. The low interest learning about mathematics result in low students achievement. A
fact reveal that high school student at a value of the final exam national on mathematics under some anot
her lesson as Bahasa and English. This shows that student‘s achievement on mathematics is low.
As anticipation step, since early needs to be done an attempt in such until students interested in three subjects, spatial dimensions to be implied to optimality the results of study.
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This will create when the student did not undergo an obstacle or difficulty in learning. A learning disability experienced students can only because of learning that does not attract
students. In a learning process in the classroom he paid his dues to find an alternative to deal
with the achievement of the students. Learning that both are learning it enables the student to be active innovative, creative, effective and fun. The alternative is a lesson to be taken to
make active creative, effective and fun is to develop the appropriate and dissect in order to improve the learning students.
One strategy to learning attractive and exciting and in order for the purpose of learning mathematics high school achieved then to be able to achieve this is to use
multimedia in the process of learning. Learning to use multimedia is learning by using computer aids, as for presentation, as
props and so forth. By using computer in learning, then the advantage gained is a computer can accommodate students sluggish accept the study, because it can give effectiveness in
their experiences in a more individuals, never forget and never bored, very patient in running instruction as desired program used, computer can also stimulates students to do exercises,
performs activities laboratory or simulation because availability animation charts, color and music that can add realism, besides control being at hand students learn that speed students
can be adjusted to level master, computer also have the ability recording the activity of students individually and were attributed to other apparatus like video tape, flash disk, and
others Euis Ismayati, 2011, p.15. Learning with multimedia has developed lately and has proved benefits to help
teachers in teaching and help learners in ease understand the concepts and subject matter. As the result showed that learning after using multimedia interactive increase test scores of 42
and there was a very significant before and after the use of learning multimedia of the standard trust 95 Dwi Sudarmanto, Yetty Widya KS. Yuni Ekawati, 2006: 54
.Excellence multimedia with aids computer, learning make more meaningful, because it capable of presenting a kind of classroom interactive. Under observation the utilization of
multimedia in learning is expected to add level mastery mathematics, in other words learning use multimedia significantly affect increase study result of the students.
If seen from its function learning by using multimedia it has a dual function in learning, namely 1 a function media pure, namely as media learning interesting and fun and
2 train students to know technology, and so students not being human ―stuttering‖
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technology. Multimedia interactive medium that is very good at heightens the learning process Zaidel Xiaohui, 2010: 11-16.
Multimedia in learning mathematics used to simplify resources abstraction performed by a student. Text, images and animation used to help students in understanding matter, to
arouse interest learning and are expected to improve performance learning students. The multimedia used is macromedia flash 8 who makes learning being attractive because there are
features interesting to be attentive students. Use multimedia with macromedia flash 8 need aids namely computer. From data pre-survey of availability in focus not optimized, teacher
more dominant do learning conventional. If linked with existing problems, that this is very possible for teachers to do learning by using multimedia in which computers as tools so
hopefully its use can optimized. Based on description above, the and there are a few issues that need to be considered,
such achievement is low interest in learning, the absorption capacity of the three dimensions, as one branch of geometry, and lack of multimedia utilization not as a result of the media in
teaching learning and interest achieved, students study algebra to question the effectiveness of learning to use multimedia viewed from three dimensions of learning and interest achieved
students at SMAN I Aimas, Sorong Regency.
Research method
It is quasi experimental research with pre-test –post-test non equivalent group design.
This research is conducted in SMAN 1 Aimas, Sorong Regency at academic year 20122013 from April until May 2013. The population is students of class X, SMAN 1 Aimas at
academic year 20122013. It is consists of 6 classes. Sample is selected in random way; it two classes from 6 existing classes, and obtained class XA and XF. And then XA selected as
classgroup which learning with multimedia and class XF selected as classgroup which learning without multimedia.
Instrument used is test and non-test instrument. Test instrument of learning achievement is question with optional choice and essay which given at early treatment pre-
test and end-treatment post-test. The obtained score is converted into score range between – 100. It will be grouped into criteria based on Minimal Completeness Criteria KKM set
up by school. The KKM score of mathematic lesson is 65. This score used to decide student‘s percentage who achieves completeness criteria.
398 Pre-Test
Post-Test
27,55 71,38
25,08 58,13
Average Pre-test
and Post-test result
Kelompok I Kelompok II
Non- test instrument is questionnaire about student‘s learning interest towards
mathematics by Likert sc ale. It is used to measure student‘s interest towards mathematic.
After be calculated and converted, the obtained interest score as follows: Table 1.
Score Criteria of Student‘s Learning Interest Towards Mathematics
Interval Criteria
80 X 100
Very high 73,33
X 80 High
53,34 X 73,33
Medium 40
X 53,34 Low
20 X 40
Very low
Before given treatment, all students in class XA and XF are asked to fill out questionnaire about student‘s learning achievement towards mathematics and solve pre-test
question. After given treatment, all students in both classes are asked to fill out questionnaire about student‘s learning achievement towards mathematics and solve post-test quiz.
Research Result and Discussion
To give description about initial and final condition of student‘s learning achievement towards mathematics, this following picture
provides test result of student‘s learning achievement towards mathematics pre-test and post-test.
Picture 1. Diagram of Pre-Test and Post-Test score average
Based on analysis result and the p icture 1, it is revealed that result average of student‘s
learning achievement towards mathematics on group with multimedia after given treatment is
399 Minat Awal
Minat Akhir
57,66 80,9
58,92 69,5
Score average of initial and final interest
Kelompok I Kelompok II
met defined standard of minimal completeness criteria KKM which is 65. While on group without multimedia after given treatment is remain not yet met defined standard of KKM.
Based on students who met KKM standard, most of students on class XA who met defined standard of KKM is 86.21, while students on class XF who met defined standard of KKM
is only 12.5. Therefore, can be concluded that there is improvement due to student‘s learning achievement towards mathematics on both classesgroups. The result also indicated
that average of student‘s learning achievement towards mathematics on class with
multimedia is much better than class without multimedia.
Picture 2. Diagram of interest score average
Based on analysis result and picture above, it is revealed that average score of student‘s final interest after given treatment on first group and second group is highly different. On
first group, the average score is 80.90; it belonging to very high criteria, while on second group, the average score is 69.50; it belonging to medium criteria. It is indicates that there is
quite significant alteration from initial interest to final interest on group I ; group which using multimedia in their learning process, while on group II; group which conduct learning
process without multimedia, there is alteration from initial interest to final interest, but it is not too different as happened on group I.
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Table 2. Distribution of student‘s learning interest
Group Exp.
Pre Post
Group with Multimedia
ST 48,28
T 41,38
S 27,58
10,34 R
72,41 SR
Group without Multimedia
ST 8,33
T 20,83
S 91,67
70,83 R
8,33 SR
Based on table 2, compared with group which use multimedia, students on group without multimedia have no percentage as well as on group with multimedia. It because on
group with multimedia, interest criteria percentage belonging to very high criteria; it reaches 89.66, while interest criteria on group without multimedia is only 29.16. It means that
students on group with multimedia have more interest towards mathematics compared than students on group without multimedia during learning process.
And then the research data is analyzed in order to find out effectiveness of each learning group. It is conducted by one sample t test with SPSS 16 for windows. Hypothesis
examined using one sample t test can be conducted if normality assumption is met. Based on normality test result using Kolmogorov Smirnov test, all of significance value is greater than
0,05. It means that all of data is distributed normally. Thus, one sample t test can be conducted. And the result of one sample t test as follows
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Table 3 Test Result of Learning Effectiveness With Multimedia and Without Multimedia
Group Variable
t
count
t
table
With Multimedia
Achievement interest
4,32 6,16
2,31
Without Multimedia
Achievement Interest
-5,00 -2,28
From summary of analysis result using SPSS 16 for windows on table 3 above, it indicates that learning with multimedia have t
count
value is greater than t
table
, so can be concluded that learning with multimedia is effective if viewed by student‘s learning
achievement and interest. While on learning without multimedia, the t
count
value is smaller than t
table
. So, it can be concluded that learning with multimedia is not effective if viewed by student‘s learning achievement and interest.
To compare learning effectiveness with multimedia and without multimedia, it is used univariat test independent samples t test. Before execute univariat test, prior to conduct
average difference test towards score data before given treatment using MANOVA test of T
2
Hotelling criteria. If the result conclude that both classes is different, score data analyzed to compare learning effectiveness is score data after given treatment. And then, multivariate test
T
2
Hotelling can be conducted if assumption test is met. Assumption test must be met is homogeny and normality test.
Homogenity test is conducted towards score data obtained before and after given treatment using Box‘s M test. From that test, it is obtained significance value is greater than
0,05. So, it can be concluded that variants-covariant matrix of both populations is homogeny. When assumption test of score data before and after treatment is met, it is followed by
multivariate hypothesis test. This following table provides hypothesis test result using T
2
Hotelling.
Table 4.
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Hypothesis test result using T
2
Hotelling
Based on test result using SPSS 16 for windows software on table 4 above, significance values is greater
than 0,05. It can be concluded that student‘s learning achievement and interest towards mathematic of class XA before given treatment is not different with student‘s learning
achievement and interest towards mathematic of class XF. For Hotelling Trace T
2
test towards score data after given treatment is obtained significance value smaller than 0.05. So,
it can be concluded that there is difference of learning effectiveness with multimedia and without multimedia.
To find out which learning is more effective, it is conducted univariat test independent sample t-test. Beforehand, it is conducted homogeneity and normality test.
Homogeneity test is conducted towards score data obtained after given treatment using levene test. It is obtained result as follows:
Table 5 Homogeneity test result using Leven
e‟sTest
Variable Levene‟sTest Sig.
After given treatment Achievement
Interest 0,637
0,592
Homogeneity test result toward final score data on student‘s learning achievement and interest using levene test is obtained significance value greater than 0,05. Based on these
results, then can be concluded that variant both population is similar, while results test normality use kolmogorov smirnov, it is obtained that significance value is greater than 0.05.
Therefore, data can be distributed normally. It because data score homogeny distributed normally, then test hypotheses use independent t test samples can be done with the result as
follows: Table 6.
Condition Value
F
count
Sig. Initial
0,106 2,660
0,080 Final
1,137 28,430
0,000
403
The results hypothesis test using independent t test samples
The results of comparison learning test with effectiveness of the value of significance smaller than 0.025, so that it can be concluded that multimedia learning is more effective than
learning without the use of multimedia review of achievement learning about mathematics and interest learn students.
Conclusion and suggestion Conclusion
Based on the result analysis of data and the then inferred some things as follows: 1 learning use multimedia effective review of achievement learning about mathematics
stu dent‘s learning, and interest 2 learning without the use of multimedia ineffective review
of achievement learning about mathematics students learning, and interest 3 there are differences effectiveness of learning that use multimedia and learning without the use of
multimedia review of achievement learning about mathematics students learning, and interest and 4 learning that use multimedia more effective than learning without the use of
multimedia review of achievement learning about mathematics and interest learn students.
Suggestion
Based on the result of the study, and findings suggestion that can be conveyed is as follows: 1 advised to the math teacher to apply learning to use multimedia by increasing the
interest of students to learn mathematics which implied to increase students achievement, 2 on learning that use multimedia nor did the teacher must be able to facilitate the needs of a
student to be able to understand the material, 3 the teacher began to make multimedia to the matter another so that the learning more interesting to trace expected implied to
understanding the student will be learned, matter and, 4 the need for training the manufacture of the media learns in the form of multimedia to teachers Senior High School.
Variable t
count
df Sig.
Learning achievement 6,464
51 0,000
Learning interest 5,591
51 0,000
404
Reference
Amin, N. F. M. Wan, C. K. tanpa tahun. Persepsi Guru Terhadap Penggunaan Perisian Multimedia Dalam Proses Pengajaran Dan Pembelajaran Mata Pelajaran
Kemahiran Hidup Sekolah Jenis Kebangsaan Cina. Diakses tanggal 16 Maret 2014. http:eprints.utm.my104881PERSEPSI_GURU_TERHADAP_PENGGUNAAN_P
ERISIAN_MULTIMEDIA_DALAM_PROSES_PENGAJARAN_DAN_PEMBELAJ ARAN_MATA_PELAJARAN_KEMAHIRAN_HIDUP_SEKOLAH_JENIS_KEBA
NGSAAN_CINA.pdf
Djamarah, S. B. 2011. Psikologi belajar. Jakarta: Rineka Cipta. Dwi Sudarmanto, Yetty Widya KS. Yuni Ekawati. 2006. Multimedia interaktif sebuah
terobosan pembelajaran paket b. Jurnal Ilmiah VISI Pendidik dan Tenaga Kependidikan Non Formal PTK-PNF Volume 1, No. 1, 2006, halaman 47-55.
Euis Ismayati. 2011. Pengembangan media pembelajaran menggunakan model CAI sebagai upaya memperbaiki kualitas pembelajaran pada mata kuliah fisika optik. Jurnal
Pendidikan Teknologi Kejuruan Volume VII, No. 1, Februari 2011, halaman 13-28. Kennedy L. M., Tipps, S., Johnson, A. 1993.
Guiding children‟s learning of mathematics. CA: Thomson Wadsworth.
NCTM. 2000. Principles and standards for school mathematics. Reston, VA: NCTM, Inc. Zaidel, M. XiaoHui, L. 2010. Effectiveness of multimedia elements in computer
supported instruction: Analysis of personalization effects, students‘ performances and costs. Journal of college teaching learning, volume 7 number 2.
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BUILDING THE STUDENT CHARACTER THROUGH THE ACADEMIC SERVICE
M. Miftah, M. Pd. BPMP PUSTEKKOM KEMDIKBUD
Email: hasanmiftahyahoo.com
Abstract
A character education is an education which not only transferring knowledge, but also building the character and behavior of the students. This kind of education has a plus point
for the students because it involves many aspects such as cognitive, affective, and psychometric skills of the students. Nowadays, this house concerns of this case by attempting
to improve the quality of education in Indonesia. All of these efforts are due to create the generation who has a good character and behavior. As carried out by the academic service
center in many universities in Indonesia, they try it by describing clear duties for academic
supervisors. Clear duties for every AS help him or her in supervising the students‟ study. The involvement of the AS ends with a graduation of the students. The interaction between the AS
and the students is flexible, as an effort to improve the effectiveness of the academic bureaucracy system. The aim of this article is to give a view and also provide a solution for
the educational executors in solving the problems related to the educational policy.
Keywords: Character Building, Student, Academic Service.
Introduction
A character building is one of the aims of national education. As stated in the first section of educational statute, one of the aims of national education is to build the potency of
the students in order to have high intelligence, and good character and behavior. The role of education in this statute does not only create an intelligence generation but also a good
character one. The generation brings out an authentic cultural and religious value. In fact, there are many educational institutions which have a priority only on some
particular subject competences. The other problem faced here is a lack of communication between the AS and the students. The intensity of the relation diminishes by replacing the
role of real teacher to the computer based teaching. Amien 1995 states that in order to create competent graduates, an AS is demanded to a aware of academic staff duties as a
facilitator in teaching learning process, b give a willingness to focus on excellence, and c give counseling and guidance to the students. The ASs have to show their willingness,
sincerity and dedication to the education. The problems related to the AS are caused by unclear description duty of them. The
first example problem is there are many ASs who have not been officially pointed by the high official. This problem creates an anxiety and hesitation felt by the students who are
406
supervised by them. The second problem is related to the irresponsible ASs who have not been aware about their real duty as the guidance and counseling teacher for the students.
These ASs only play their role for administrative necessity such as when the students deal with their semester credits. Besides the administrative necessity, the AS has many other roles.
As stated in academic rule in many educational institutions, the duties of the AS are a create the scientific figure students who are free to expand their field and skills, b at the beginning
of every semester, the students are helped by the AS in managing the upcoming credits they have to take, c During the semester, the AS has a duty to monitor and guide the students.
The monitoring and guiding are needed to help students facing the academic and non- academic problems, e while at the end of the semester, the AS has an authority to decide
whether the students may or may not take a final examination. Based on the problems above, it is necessary to find the solutions regarding the
character building for the students. Starts from giving a good service from the academic service center, it is hoped to be able to support students‘ success.
Theoretical Review and Discussion Competency Based Learning.
A competency is a solving problems capability that is found in every person. It can be seen in how a person finds the best solution for their own problems. On the other word, the
competency of a person encourages him her to be a wish man in deciding the best decision by using an effective way. In line with this statement, Spencer Jr. 1993 defines a
competency as underlying characteristics of an individual that is actually related to criterion- referenced effective andor superior performance in a job or situation. Moreover, Puskur
2001 explains that a competency is an individual character that appears in their performance. Hence, the competency in this study is an individual ability that is shown in
her his knowledge, skill, and intellectual views. Regarding to this study, there are four characteristic of competency. They are 1
personal 2 not compartmentalized in particular components 3 continuous 4 applicable and contextual.
The first is personal. Competency is personal and unique. Developing pattern of competency is unique because it is various based on the personal learning experiences. The
individual interest, tendency, ability, learning speed and style, and the problems faced by them affect the individual competency. Hence, the competency-based educator attempts to
develop every student‘s potency.
407
The second is unrestricted learning method. The competences are developed without limited by subject, time, learning styles, age, genre or profession. It means that education
services are unlimited by those factors. It is because learning can be held in anywhere, in anytime and for anyone.
The third is continuity. The competences develop continuously in a human whole life. A child reaches their maturity by learning his her previous experiences. Education motivates
children be a long life learners. The fourth is continuum and accumulative. Competences concern academic and non-
academic factors. Both factors cannot be separated. An academic skill of a person can be reflected in his her behavior or attitude. The accumulation in this case defines as the
competences which are continuations of the previous process. It means that the education has to give a real and complete learning experience based on the individual characteristic. This
potency involves generic life skills and specific life skills. The fifth is applicative and contextual. Competency naturally is a crystallization of
learning experiences, so that each learning experience affects the individual adaptation and anticipation skills. It gives an individual transferrable skill to solve his her problems.
Based on those characteristics, an education or learning based competences can be defined as an effort to equip a program and to give maximum services for every student. On
the other word, the learning services must support every student in their own proficiency.
Personal Proficiency and Individual Characteristic.
Every human was born intelligent. There is no exception at all. A child who has mental defect actually has intelligence. For detecting his her intelligence, we cannot see from
the academic aspect only, but others. God will not something useless. A book titled ―Membangkitkan Kejeniusan di dalam Kelas‖ by Thomas Amstrong argues that sometimes
we are trapped by our limited thought in understanding such case. When we are in teaching learning process, such belief will affect how we treat our students. We will make some
blocks, and divides particular students into particular groups. And this kind of treatment will affect students‘ developing area.
The Amstrong idea realized us about how we thought before, we denied God‘s will. We blocked particular students and thought that the intelligences were owned only by what
we call ―smart people‖. In fact, the unlucky people are more than ―the smart ones‖. For example in 30 students in a class, the students whom we called ―smart students‖ are only
10. They are the ten best students. While the others, 70 of the students, we usually call
408
them ―the stupid‖. The smarts always receive best services while the stupids don‘t. Other stupids come from a group of students who got bad mark in Science or Math. Although this
kind of students one day got a high score in other study, example Art, they would not be appreciated,
in contrast, they will be judged as cheats. While if the ―smart students‖ who always got best mark in Math or Science got a low score in art, they would be stimulated to
get a higher mark. And finally, the smarts always be the winner. The intelligences are only owned by some people. Brilliant It can be categorized as a character murder and structural
systematic stupidity. If we are aware of those cases, there will be no discrimination in teaching and learning process.
We were born equipped by our own unique potency given by God. It means naturally a human is a champion itself in their special proficiency. A selection system using a
particular scare is used by human being to measure an individual ability. It produces a smart students group and a stupid students group. We are trapped by a thought which states that IQ
is more important than other intelligences. If it keeps happening, there will be larger effect caused by it. There will be no less than 70 students lose their opportunities to be
professionals in their field. Surely, we have duty to promote 30 students who have academic proficiencies but not only
those, we also have to promote the other 70 students based on their uniqueness. Therefore a now mechanism and strategy is needed to make teacher easier in finding individual
uniqueness. Creating learning atmosphere using proportional promotion will be one of the examples. The
enthusiasm of autonomy and decentralization in managing the educational systems supports the development of democratic education.
Regarding to this problem, the superiority of a school in service system is not merely in choosing ―raw input‖. Ideally, the education system does not matter about the input
quality. The students with any condition must be superior to be served based on their potencies. By detecting the weaknesses of students, we also find their strength at the same
time. There must be strength. Our duty is solving their weaknesses and promoting their proficiencies.
In Thomas theory, there are 12 characteristics of human intelligences: curiosity, humor, imagination, creativity, amazement, wisdom, vitality, flexibility and joy. According
to him, a genius creates a joy for others. In Greek, ―genius‖ means to cause to be born; to sire a child; to be. These words are relate
d to the word ―happen‖. Historically, the word ―genius‖ has many variations in its usage. The ancient Romans use the word ―genius‖ for the spirit
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keeper who protects them in their whole life. In Middle East, the word ―genius‖ is a symbol of individual uniqueness. God gives the uniqueness of everybody without any duplication.
Naturally, every individual is a winner. A person is called as a genius if he she is able to find their own characteristic. So that he she will be an expert. The learning process in the
school is an attempt to help the students finding and developing their uniqueness. Every human has valuable things for his her life. If multiple intelligences are similar to the rainbow
of the learning that means a genius is a golden jar at the end of the rainbow. The learning process in the class aims to help students find their golden jar, so their life will be brighten. A
genius will be obtained in a joyful learning.
Curriculum as a Teacher Learning Aid
A curriculum or Competency Based Curriculum has been designed to aid the learning process. Using curriculum, we can plan and reconstruct our teaching and learning activities
easier and make it fun for students. On the other word, the learning atmosphere which is more joyful gives a mean for the students. In this case, the curriculum defined as a vehicle to reach
the objective which is developing students‘ potencies. As a vehicle, the curriculum does not standardized particular procedure or learning process. It is because it will create
discrimination for the students. A standard procedure or process gives many advantages for only the ―smart‖ students.
In order to give a freedom for the teacher and not exploit the students, it is necessary to know the situation and the condition where it is implemented. In curriculum, any situation
or condition is important. The curriculum accommodates any uniqueness, any individual potency or any situation and condition around the students. It is called ―curriculum for life‖.
Curriculum for life is a curriculum designed for optimizing an individual potency development. In this case, a curriculum is placed as a mind mapping , program, tools or a
vehicle to reach the expected aims. The achieved learning output can be seen as a dynamic product which supports the strengt
h and motivation improvement to develop students‘ skill. In order to prepare the students in facing any condition, the learning process aims to give
services for all students in maximizing their potencies.
Learning Experiences
The last objective is a measurement for the learning success. The learning success depends on the students‘ behavior change. Learning is not only a matter of knowing but also
implicating the knowledge in the real life, creating students‘ identity, and creating a
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harmonious life. Because of those reasons, learning must be constructive. It is based on the idea that every student must be autonomous. The education role is to motivate them
recognizing their potency as early as possible and give the suitable services to support it. Competency formula as a guideline in a curriculum must direct toward the character
building, performances and be a good measurement for three skills. They are cognitive, psychometric, and affective. The unity of those three skills are completed each other‘s.
Competency achievement can be described as diagram below.
Notes: Cognitive skills can be developed by the knowledge which includes facts, concepts,
and theory. Its development is informative. It can be heard, seen, and felt. Psychometric skills can be implicated and reflected using our knowledge. It aims to explore and develop
individual potency. The affective skills can be developed by practicing the students to use their knowledge in real life. These practices based on their own norms and values.
Hence, the effective learning process is a matter of giving learning experiences to the students. This process is based on the continuous development so that the learning stages are
determined by the individual progress. What being taught today is a continuity of a previous achievement. It means that the learning process has an objective to give a response in every
Character building students‟ attitude and behavior change Competences
Knowledge, skill, attitude, and value
fact concept
theory
skill attitude
Value and norms
knowledge
academic social
Vocational
Developed through complete and multi dimensions learning experiences Hear, see, read, feel, exercise, individual or guiding practices wherever and
whenever inside and outside the school Method: Informative
Method: Applicative cognitive
psychometric affective
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learning result based on the evaluation. Therefore, the portfolio becomes a main reference in serving individual students.
Learning Design
In line with the education objectives, the learning design aims to give a complete learning experience. In a study of ―The relative effectiveness of the primary sense‖ it states
that:
We learn : And people generally remember
1.0 through taste 1.5 through touch
3.5 through smell 11.0 through hearing
83.0 through sight 10 of what they read
20 of what they hear 30 of what they see
50 of what they see and hear 70 of what they say as they talk
90 of what they say as they do a thing
It shows that the length of the teacher speech time affect only 20 of the students‘ character building. From the data, the students will develop their competences up to 80 if
they are given a chance to learn based on their own ways. A face to face meeting direct meeting and the teacher actually are not the main sources of learning. The main roles of the
teacher are: 1 giving new materials that cannot be acquired by the students‘ independently 2 giving a confirmation of wrong concepts 3 helping students to solve their problems 4
developing students‘ motivation to develop individual competency. Teachers need to condition the teaching learning process. The method is by inserting
affective skill in the assessment. For example, in learning a social science, in order to arouse students‘ empathy, we have to ask them imagine the real condition of particular event. Then
they have to write it on pepper.
Learning design can be described as diagram below.
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In planning a learning design, we cannot separate the learning process inside the school and out of the school, in their real life learning. Or between learning proces in home and in the
society is a unity. And so does the relationship between inside and outside school activities which are integrated. What students learn outside the school can be a main point in
supporting the development of stud ents‘ skill inside the school. For example, a variety of
students‘ games actually have a consistent unsure. They are similar in the role of the game and in teaching how to be a discipline person. It is in line with the developing competences
which is unlimited in time, space, and method. The challenge now is how to build a parallel learning atmosphere which connects both worlds inside and outside the school.
Competences knowledge,skill
, attitude, and value which is
reflected in the idea and the
action
Skill unskilled-
skillful
Attitude never-
habbit
Knowledge no idea-
mastering
Dibiasakan
Hear See
Read
Feel
Teacher, student, society,
mecdiamedmediamedia
Direct, indirect Book, mass media, biography
Felt direct, indirect
Inside the school
outside
In+ out of the class
In +out of the house
Inside school
outside
In+ out of the class
In +out of the house Inside
and outside
the
school
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Learning Design
In designing learning model as above, life competences development can be used as follow.
Notes: Life skill is the main aim of every lesson. It contains three skills which are cognitive, affective and psychometric. Life skill education has three objectives 1 mastering the basic
knowledge. The basic knowledge is built based on the essential materials. The essential materials are integrated from the body of knowledge. It is general, so that it can be used or
connected to other studies transferable. 2 The second, mastering the life skill method process. This skill is generic ability which is a requirement for every student in all grades. It
helps students to have the adapt ability and cope ability in learning how to learn. Using these dimensions, the students are expected to be motivated to practice their knowledge in real life.
Both dimensions are not obtained in discrete or in well order but simultaneously. It is because the first dimension cannot be obtained if they only memorize a material without inquire it
Filter
Analytical methodolog
y
Sources
Individua l
condition manifest
and latent
factors
Develop ment
needs and
interest level
Present and future human needs
Content science,
social, religion,
and other
studies
The analysis of experts‘ activities in developing
their field.
The analysis of lesson structure and
knowledge
Life skill Competency Target
1
2
3
A sensibility to the surroundings. The
importance of nature for human being integrative
Recycle. Throw the garbage in the right way
and place integrative
Basic concepts of environment intensive
care integrative Example
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using the second method. 3 The third is applying the life skill concept and process in daily life, so that the learning process uses contextual based. In short, the students accustomed to
have the skill behavior. It means there is no distance between the knowledge and daily activities.
School Management and Atmosphere.
The effectiveness of teaching and learning process requires school autonomy. Schools have to organize and build the teaching learning atmosphere in order to accommodate
students. In relation with this matter, schools considered as a social unity which have many uniqueness. It means a school is different from other schools. Every school has its own social
and cultural atmosphere. On the other word, the school management in every school may be different and that is what PMBS expects.
Education and cultural ministry applies the policy in improving school based standard quality. The foundations of this policy are: 1 By given the larger autonomy for every school,
the school must be more creative in improving school quality. 2 Flexibility. By given larger flexibility in managing their resources, the school must be more flexible in arranging and
taking the advantages of the resources optimally. These efforts are used to improve school quality. 3 the schools are easier to understand their strengths, weaknesses, chances and the
threats. Therefore thy can optimally use the resources to make the school better. 4 the schools are also easier to understand their needs, especially educational input which will be
developed and used in educational process. 5 The decision making which is held by the school is made for students‘ need. It is because the school is the one who knows the best. 6
The use of educational resources is more effective and efficient if it is controlled by the surrounding society. 7 The involvement of the school community and the society in making
a decision can create a high transparency and democracy. 8 The school must be responsible of the educational quality to the government, the students‘ parents and the society
themselves. Therefore the school must maximally reach the educational quality target. 9 The school is able to compete against other schools to improve their quality. It needs innovative
way supported by the students‘ parents, society and the government. 10 The school is able to respond the society aspirations which are quickly change National Educational Department,
2003.
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The decision making as above is based on the empirical evidence about how weak the school centralistic management today. It can be clearly seen in the district autonomy policy
the expected changes of this policy are stated in the table below.
Previous design New design
Sub-ordination Centralized decision making
Not flexible Bureaucratic approach
Centralistic controlled
Over regulation Control
Guide Avoid the risk
Spending all of the money Depends on the individual intelligence
Closed information Hierarchy organization delegation
Autonomy Participative decision making
Flexible Professional approach
Decentralist Self-motivation
Deregulation Influence
Facilitate Risk management
Eficient Team work
Shared information Horizontal organization productivity.
School Culture
Regarding the learning effectiveness, school based quality improvement policy requires the school culture development which is suitable for its own character. Thus, the
chance of each student to develop his her potency will be bigger if there is a conducive and humanistic atmosphere in the school. The relationship between learning and the school
management is shown in the diagram below.
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Curriculum provides many alternatives for every student to develop his her potency to become an expert in the field. Therefore, Students are easier to choose their
own life roles. Learning will be effectives if it is supported by a good management which accommodates their uniqueness. The atmosphere must be humanistic, full of creativity and
contextual so the school will be a good institute which interacts with the surrounding. It is in line with the school role as the reformer agent. The larger effect caused is all school are
able to create high quality people and the developed society.
Conclusion and Suggestion Conclusion
Regarding to the student character building, it is necessary for academic officers consider about the policy on improving school quality that requires the implementation of
school atmosphere. There are four characteristics that must be applied in the school atmosphere. 1 Personal, 2 Unrestricted, 3 Continuity, 4 applicative and contextual.
In order to create an ideal academic society, it is required a a healthy, harmonious relationship among society, b a healthy and harmonious relationship between academic
norms and society norms, c the understanding of academic society students, teachers, educators, and staff about their own roles comprehensively.
Suggestion
Academic counseling is not merely assigning the semester credits, but also considering about discussing the learning experiences and individual characteristic that can
Curriculum and syllabus Management
Learning Atmosphere learning condition, culture
and social activity School profile happy
family Each student develops
the potency
Proceeding International Conference on Educational Research and Evaluation ICERE 2014 Page 417
build the motivation and the interest of students to keep learning. Moreover, academic administrators also have a duty to help the students finishing their study faster. Today, the
supervisors are helped by the internet access in accessing the information in their busy day. The interaction between the supervisor and the student can be managed together anytime.\
The academic counseling must be reported to the dean of each faculty together with the suggestions related to the students. Reformulation in the function and the role of the
supervisor is needed. It will be done in stages, from the narrow area such as the relationship management between the lecturers and the students, to the wider such as the
relationship management in particular department, faculty and university level.
References
Amien, 1995. Proses belajar mengajar di perguruan tinggi. IKIP Yogyakarta. Armstrong, Thomas. 2003. Sekolah Para Juara Menerapkan Multiple Intelligences di
Dunia Pendidikan, Bandung, Kaifa. Beare, Hedley et.al. 1994. Creating an Excellent School, Some New Management
Techniques, Routledge, London and New York. Brady, Laurie. 1983, Curriculum Developmen in Australia, Prentice-Hall, Victoria,
Australia. Hoffman, Lois et.al. 1994, Developmental Psychology Today, McGraw-Hill INC. New
York. McBeath, Clare and Dellar, Graham. 1995. Curriculum and Evaluation Study Guide,
Curtin University of Technology, Perth Western Australia. Pusat Pembelajaran. 2000.Booklet Kurrikulum Masa Depan, Puskur Balitbang Dikbud,
Jakarta. Rowntree, Derek. 1978. Educational Technology in Curriculum Development,
A.WheatonCo. Ltd., Exeter, Great Britain. Senn, J. 2004. Information technology: principles, practices, opportunities, 3rd. Ed. New
Jersey: Pearson Prentice Hall. Solomon, Pearl. G. 1998. The Curriculum Bridge; From Standards to Actual Classroom
Practice. Corwin Press. Inc. California, USA.
Proceeding International Conference on Educational Research and Evaluation ICERE 2014 Page 418
THE TEACHING EVALUATION OF GERMAN TEACHER IN MALANG
Primardiana Hermilia Wijayati German Department - State University of Malang
phwijayatigmail.com
Abstract
Teacher‟s self-evaluation is a way to guide teachers in identifying strengths and weaknesses in learning. Improving teacher‟s professionalism started by recognizing and
realizing the weaknesses in learning, and by a willingness to enhance self-competence. This article is a result of a research that examined four domains that affect student
achievement, namely the strategies and teacher‟s behavior in learning, planning and preparation done before learning, reflection on learning, and collegiality that supported
teacher professionalism. This study aims at describing the strengths and weaknesses of teachers in learning process, and describing the need for teachers to increase
professionalism in teaching. The data was obtained by an instrument in form of a
questionnaire of teacher‟s self-evaluation. Respondents consisted of 28 senior high school German teachers of the IGBJI Malang branch, 7 principals and their staffs. The
instrument used has been validated. The results showed that most of the teachers carried out most of the components contained in the strategies and teaching behaviors and
implemented teaching planning and preparation. In teaching planning and in learning process, however, teacher colleagues were still rarely involved for professional
development. Reflection on the learning process and planning is rarely conducted jointly with colleagues. For further improvement of teacher learning, more intensive discussions
with colleagues, principals, and supervisors are required. Besides, teachers can observe teaching process of other teachers, obtain feedback on learning not only from colleagues,
but also from principals and supervisors, and coaching done by the principal or learning expert.
Keywords
: Self-Evaluation, Teaching, Improvement, Professionalism, Strengths, Weaknesses, High School‟s Teacher.
Introduction
The success of learning can be observed from students‘ achievement. Academic scores achieved by the students through learning process are products that measure
education quality. Djemari Mardapi 2008: 10 described that year by year development of education quality remained the same. Even though it was fluctuated, it is still considered
low. There is lack of national analysis upon education evaluation result to find accurate information toward education improvement. Therefore, schools did not receive any
information about their detailed weaknesses. As a result of it, the learning process slightly change year on year.
Proceeding International Conference on Educational Research and Evaluation ICERE 2014 Page 419
There are many supporting and completing factors which determine the success of learning. Teachers as the vanguard of learning process could cooperate maximally if they
are supported by internal and external factors. According to the studies that were conducted by Darling-Hammond 2010 effective teachers, in general, have these
following characteristics: 1 high intelligence, supportive verbal competence to arrange and explain ideas, and observing and diagnostics thinking competence; 2 in depth
knowledge toward content of the subject they teach; 3 knowledge on how to teach the subject to other people pedagogical knowledge, especially to develop high order of
thinking skills; 4 understanding toward learners, how they learn, and their development, including the way to score and facilitate the learning process, to motivate students who
have different learning styles or difficulties, to motivate students who lack of understanding on the instructional language to study language and its content; 5 adaptive
mastery which enable them to make decision about what to do in responding students‘ need within the context.
Gurney 2007 elaborated five key factors which give the basic of good learning process: 1 teachers‘ knowledge, enthusiasm, and responsibilities to learn, 2
motivational class activities in learning, 3 motivational assessment activities on experience based learning, 4 effective feedback which build learning process in the class,
and 5 effective interaction between teacher and students, create respective environment, motivate and stimulate experience based learning. According to Sato Masaaki 2012: 21
the factors that determine learning qualities were: 1 the quality of assignments given to the students or lesson plan, 2 learning in a good relations dialogues and collaborations,
and 3 students‘ participation, spirit, cognition and emotion. Based on Sato Masaaki observation 2012: 22 it was quite frequent that teacher in Indonesia asked their students
to copy what was written in their textbook and paste to their worksheets. This kind of teaching cannot be categorized as high quality learning. In order to fix that problem,
Anderson and Kumari 2009 suggested a solution to acquire the aim of learning, students‘ achievement, through cont
inued investment of class teachers‘ and personnel‘ knowledge and skills development, who gave learning leadership, .
It is important for an institution or an individual to conduct evaluation to measure the target achievement. Information acquired from the evaluation could be applied to
Proceeding International Conference on Educational Research and Evaluation ICERE 2014 Page 420
identify the strengths, weaknesses, and opportunities to improve the result. Besides, the evaluation results can be used to recommend the further policy, whether it should be
continued, improved, enlarged, or stopped. The evaluation result of a new program can be applied to observe the usefulness of the program. Therefore, it determines the next
development steps. Evaluation may also be able to find out the effectiveness and efficiencies of particular program. Evaluation could be done before, during, or after the
program is conducted. The research objectives are: 1 to describe teachers‘ strengths and weaknesses
during learning process; and 2 to describe teachers‘ need in improving their learning professionalism. The researcher used modified components of evaluation, proposed by
Marzano, Frontier and Livingston 2011, as the evaluation components. There were several considerations to decide it: 1 learning evaluation is stated in Minister of State
Apparatus Empowerment and Bureaucracy Reform Decree No. 16 of 2009 which covers learning plan, execution, and assessment whereas, colleagues role in improving teaching
professionalism is not stated in the evaluation; the elements stated in each area from Mazarno et al model could be the elaborations from indicators of Teacher Performance
Assessment PKG working instruments; 3 the evaluation orientations were within the learning process and focused on teachers‘ effort to conduct it; 4 this evaluation could
help teachers to identify learning problems completely using adapted elements from Mazarno et al elements; and 5 to plan evaluations based on the identified elements.
Self-Evaluation
Teachers self evaluation is a process where they make a decision upon the sufficiency and effectiveness of their knowledge, performance, trust, and influence toward
their personal improvement Freddano Siri, 2012:1143. In a self evaluation, teachers identify, interpret, and decide the information toward the practice of their teaching
themselves. Teachers made their own criteria framework, standard to decide the sufficiency of their beliefs, knowledge, skills, and effectiveness. In the end, teachers
decide the characteristics of profession development activities as consequences from self- evaluation themself.
Proceeding International Conference on Educational Research and Evaluation ICERE 2014 Page 421
Imai 2008: 48-49; 1998: 27 explained that identifying the need is the starting point of improvement. It appears from problem identifications. If there is not any problem
identified, there will not be any acknowledgments made for the need of improvement. Once we notice the problem, it is a half way to success. It is not an easy job to notice the
problem since teachers work in the class with students without any feedback from other parties. Teachers need instruments which contain elements of learning process in the class
to help them apprehend the problems. Therefore, it can help teachers to identify arose problems. According to Liker Hoseus 2008: xxix problem would not be identified
without any tools in the process. It makes people reluctant to develop their thinking and problem solving skills.
Teachers are guided to identify their strengths and weaknesses so that they can recognize their need to improve their professionalism. In order to recognize them, teachers‘
self-evaluation should be based on the belief that: 1 teachers need opportunities to grow in their profession; 2 teachers want improvements of their teaching practice and
knowledge; and 3 teachers want and need information of their knowledge, performance, and effectiveness. Without any of those beliefs, self-evaluation could lead into
inappropriate information for profession improvement since teachers give inaccurate information upon the real conditions.
Teachers‘ self evaluation toward the learning process could be conducted through students‘ assignments like what Deming 1994: 145 had conducted. According to
Deming, teachers should not read the students‘ work to give them scores but use them as
self-evaluation tools instead, to discover what teachers have done as a teacher; why they did not succeed and how to improve their teaching; to discover students who need special
aids; to observe the assistance toward them; to discover students who make a well preparations and give them a reward upon their hard work. Self-evaluation becomes a
media for teachers to reflect the subjects they have given to students and identify everything that has been achieved, what they have done, what the students have learned so
far, and which target they have achieved, etc. Self-evaluation is the moment when teachers plan their new activities, set the target in the future, and decide which skills need to be
improved.
Proceeding International Conference on Educational Research and Evaluation ICERE 2014 Page 422
Learning Evaluation
Marzano, Frontier, and Livingston 2011 classified learning evaluation into four areas, they are: 1 strategy and class behavior, 2 plan and preparation, 3 teaching
reflection, and 4 collegiality and teacher professionalism. Mazarno et al model emphasized on what happened in the class, especially teachers application on their strategy
and behavior to im prove students‘ achievement. The emphasis differ this teachers
evaluation model with others. The area of strategy and class behavior is associated with what the teachers do in the class.
a. Area of Strategy and Class Behavior
Kategori