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The Determinant of Quality Teaching and Learning the Bachelor Education

In-Service Teachers Program ICT-based

Slameto

Satya Wacana Christian University, Salatiga, Indonesia slameto_uksw@yahoo.com

Abstract The Bachelor Education In-service Teachers Program (BEITP) the conduct of the lecture through Open/Distance Learning (ODL) is deemed feasible to produce an undergraduate education equivalent to regular on-campus graduate program. Since 2009 Primary Teacher Educational Program Satya Wacana Christian University has embarked on organizing BEITP. The program uses distance education system, known as ICT-based BEITP. Even if the monitoring and evaluation been done, there are still certain parties who doubted this program; so far have not done studies that specifically explore the various factors associated with the success of the program that can only be achieved through quality of teaching and learning. The problem in this research is: What is the quality of teaching and learning ICT-based BEITP and any comorbid factors that will determine the quality of the Teaching and Learning. Comorbid factors is restricted: 1) curriculum, 2) teaching material, 3) assessment system, 4) the qualifications of lecturers, 5) device lecture 6), the independence of the fund, and 7) the recruitment of students. This study was conducted based on the assessment of alumni who had attended BEITP. The data source is 32 graduate alumni of BEITP SWCU graduated. Data were collected through a self-rating scale consisting of 32 items that have been proven valid and reliable; Data analysis used descriptive analysis and stepwise multiple regression models with SPSS for windows version 20.Based on descriptive analysis of the results, Quality of Teaching and Learning are at the level of very high (8.40%), high (46.80%), and moderate (43.80). There are three models of the determinants of the quality of teaching and learning: 1) student admission (influential by 47.50%), 2) student admission and budgeting (influential by 69.30%), and 3) student admission, budgeting and lecturer of qualifications (influential by 79.30%). The findings of the three variables determinant Quality of Teaching and Learning in the Bachelor of Education In-Service Teachers ICT-based program is very important for the management and supervision of distance education in order to improve the quality of Teaching and Learning (the lectures); a) the first priority should be improvements on the system by tightening admissions selection, only qualified students that should be accepted, b) increase of the amount of financial aid in order to support education, and c) increase the lecturers’ professionalism.

Keywords: Open/Distance Learning, Quality of Teaching and Learning, Lecturer of Qualifications, Student Admission.

I. INTRODUCTION

The Bachelor Education In-service Teachers Program (BEITP) that the lecture conducted through Open/Distance Learning (ODL) is deemed feasible to produce an undergraduate education equivalent to regular on-campus graduate program. BEITP program is acceleration program to increase academic qualification teacher become S-1. Since 2009, in Indonesia have been conducted by various universities; since 2009 by 55 universities. To increase the academic qualification of primary school teachers, through S-1 Primary Teacher Educational Program, using open/distance learning system, known as ICT-based BEITP (Kepmen-diknas, 2011). To determine and measure the feasibility and success of the program, it has also been carried out monitoring and evaluation activities in 2010, 2011, 2012 and 2013. One of the results of the monitoring and evaluation is not significant increase in the number of participants, so it is reasonable if there is viewpoint that doubt the recognition of this program in the completion of an increase in S1 academic qualifications

(Kepmen-diknas Badan PSDMPK & PMP Pusat Pengembangan Profesi Pendidik, 2013).

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Since 2009, SWCU has embarked on organizing ICT-based BEITP. This improvement on the academic qualifications of primary school teachers program through Primary Teacher Educational Program uses open/distance education system. Even if the monitoring and evaluation ever conducted by the Ministry of Education, there are still certain parties who doubted this program; so far have not done studies that specifically explore the various factors associated with the success of the program that can only be achieved through quality lectures. Thus it is necessary to be made a study.

II. THE PROBLEM

Problems in this study are:

1) How is the quality of lectures of BEITP for teachers through open/distance learning in graduating S1 bachelor degree entitled S.Pd? 2) What comorbid factors that will determine the

quality of BEITP graduates S1 bachelor degree entitled S.Pd?

Comorbid factors is restricted: 1) curriculum, 2) lecture material, 3) assessment system, 4) the qualifications of lecturers, 5) device lecture 6), the independence of the fund, and 7) the recruitment of students.

III.

THEORY

The objectives of the Pre-serveice Primary Teacher Educational Program is preparing prospective elementary school teachers who meet national standards, so that meet the proper qualifications, the proper quality, proper quantity and proper spreading. Implementation ICT-based BEITP aims to provide access to primary school teachers to improve their ability to comply with national standards so that meet the proper qualifications and the proper quality. Basically the competence profiles of graduates Primary Teacher Educational Program with graduate profile based BEITP is just the same. Students of ICT-based BEITP of Satya Wacana Christian University declared successful/graduate if it has met the requirements: 1) Passed all the courses required; 2) pass the teaching practices courses with a minimum grade B; 3) Pass the Final Test Program with a minimum grade B; and 4) a minimum GPA of 2.25.

With the perspective of the system, then all inputs affect the transformation process that ultimately determines the output. In ODL program, a component input is limited to: 1) the recruitment of students/admission, 2) qualification of lecturers, 3) curriculum, 4) teaching material, 5) assessment system, 6) learning tools and 7) budgeting and will affect the quality of the process, that is the quality of lectures.

New Admissions System is the system used to conduct the recruitment process for new students include: registration, exam process, selection

process, the announcement of the new students, and new student registration (K. Dewi, I. W. Sadia, N. P. Ristiati. 2013). The purpose of the organization is to support the efforts BEITP acceleration of academic qualification for in-service teacher, hence the new admissions process is done through a credible selection procedures in accordance with the requirements of the academic and administrative requirements that are applied in each university organizers. Participants BEITP is permanent teacher who are both a civil servant and not a civil servant; having a service life for at least two years and noted as a permanent teacher on one unit that have permission from the government, local government, or the organizers of educational units that are legal; Having a Unique Number of Teachers and Education Personnel, and a Study Permit from Local Government, or the organizer of educational units that are legal.

To organize BEITP, the providers are required to have qualified faculty as specified in the policy and legislation in force. Lecturer serves as custodian of the course with the basic tasks of teaching and is responsible for the entire implementation of the lecture and tasked to develop learning tools such as course descriptions, syllabi, lecture events unit, preparation of assignments or exam questions, as well as developing teaching materials.

According to Law no. 20, 2003, the curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the organization of learning activities to achieve national education goals. The curriculum of the Bachelor Degree for the same with a Bachelor Degree BEITP regular, and should stick to Competency Standards. The curriculum used in BEITP is applicable curriculum at each high colledge organizers. Competency Standards covering the four core competencies, namely: pedagogical, personal competence, social compe-tence, and professional competence.

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audio/video, computer/internet, radio and television) as a support material or a combination of both.

Assessment of learning outcomes is giving value to the process and the results of student learning, both in face-to-face lectures and/or mediated and independent learning; Assessment of learning outcomes is conducted on the process and outcomes of student learning, both in face-to-face lectures and/or mediated and independent learning (Kepmendiknas, 2011). Learning outcomes assessment carried out in accordance with the provisions applicable in each college, such as: assessment of the course activities, assignments, Mid-Semester Exams, and Final Exams Semester.

Learning tools is arranged fixtures learning activities systematically used by the teacher in the learning process. Such as: lesson plan, syllabus, work sheets, and others. ”The device is a learning material, tools, media, instructions and guidelines to be used in the learning process” a series of learning tools must be prepared to face a teacher in the classroom, the learning can include: lesson plan, student books, teacher handbooks, student activity sheets, and achievement test (K. Dewi, I. W. Sadia, N. P. Ristiati. 2013). Economic factors a significant impact on student achievement, this suggests that the level of students economic independence higher, the higher its success; how not, in addition to cost of tuition and learning facilities, as well as the necessities of life and learning requires costs which are looked adequate.

The process of learning is a form of communication that is the subject of communication between students and educators, between students and faculty. The communication contained in the transform and the transfer of knowledge, skills or attitudes and values of the communicators (teachers, lecturers) to the communicant (subject learners, students) in accordance with its intended purpose (Yogo Prihatono. 2014). The learning process is a learning activity that is done by integrating the system face to face lectures and/or mediated, and self-learning systems. To-face lectures are scheduled process and the direct interaction between faculty and students in achieving objectives/ competencies. Mediated lecture is scheduled interaction process between faculty and students in achieving sublime goal/competency through the use of various types of media and technology. Self-regulated learning is the process of student interaction with learning resources which is done by using self-learning materials, either with or without the assistance tutorial help tutorial. Tutorial assistance is a form of academic study that is directly related to teaching materials, and can be carried out face-to-face or mediated.

Quality teaching in university can be defined as one that engages the student in an in-depth and comprehensive approach to the subject matter, that is, in an active, durable, and critical construction of knowledge integrated with his or her previous knowledge and put to action (Entwistle, N. and Ramsden. 1987). However, the measure of quality teaching and learning needs to focus on the dimensional factors that directly influence the process delivery of instructional design and the course outcomes.

Pennington and O'Neil (Pennington, G. and M. O’Neil. 1994) proposed eight principles that underscore effective teaching. These are: (1) enhancing students' general capabilities and work-related skills (2) using student experience as a learning resource (3) encouraging active and co-operative learning (4) promoting responsibility in learning (5) engaging with feelings, values and motives (the affective domain) as well as with intellectual development (6) fostering open, flexible, reflexive and outcome-based assessment (7) evaluating teaching and learning to encourage reflective teaching, and (8) developing organization-wide strategies to establish congruence of policies to enhance physical and material learning environment.

Hill, Lomas, and MacGregor (Hill, Y., Lomas, L., and MacGregor, J. 2003) reported in their study that students perceptions of quality learning included experiences that helped them to link theory with the real world, assignments relevant to real work place, discussions leading to new perspectives of thinking, and curriculum that took account of the students' group experiences and imparted added value to students. Hill also reported the emergence of three major teaching strategies which were highly rated by students in higher education: delivery strategy and techniques in the classroom; feedback to students in the classroom and in assignments; and relationship with students in the classroom.

IV.

METHODS

This study was conducted based on the assessment of alumni who had attended BEITP. The data source is 32 graduate alumni of BEITP SWCU graduated. Data were collected through a self-rating scale consisting of 32 items that have been proven valid and reliable; Score validity 0,199 to 0, 827, with a reliability index Cronbach's Alpha = 0.93. Data analysis used descriptive analysis and stepwise multiple regression models with SPSS for windows version 20.

V. RESULTS

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TABLE 1 RESULTS OF A DESCRIPTIVE ANALYSIS OF ALL VARIABLES STUDIED

Mean Median Std. Deviation Minimum Maximum

X1 Curriculum 3,0313 3,0000 ,50701 2,50 4,00

X2 teaching materials 2,6563 3,0000 ,60158 2,00 4,00

X3Assessment 2,9438 2,8000 ,33014 2,40 3,80

X4Lecturer of qualifications 3,2500 3,0000 ,43994 3,00 4,00

X5 Learning tools 3,1875 3,0000 ,39656 3,00 4,00

X6 Budgeting 2,4063 2,0000 ,66524 1,00 4,00

X7Student Admission 2,9479 3,0000 ,51577 2,33 4,00

Y Quality of TLP 3,0625 3,0455 ,26873 2,73 3,64

Based on the analysis presented in Table 1 above, it turns average value (mean) variables: Y (Quality of Teaching and Learning), X3 (Assessment), X4 (Lecturer of qualifications), X5 (Learning tools), and X6 (Budgeting) larger than the figure the median, this means that the spread of each variable question has a tendency toward higher; While the average value of variables: X2 (teaching materials), X7 (Student Admission) is less than the median, this means deployment of each variable in question has a

tendency towards lower. Furthermore, to determine the Quality of Teaching-Learning Process graduated Bachelor Degree conducted a descriptive analysis of the results are at the level of very high (8.40%), high (46.80%), moderate (43.80%). No one was at the level of the low.

After testing for normality and homogeneity met, then performed stepwise multiple regression analysis models the effect of 7 variable X to the the Quality of Teaching and Learning (Y), the result is obtained as the following table 3.

Table 3 Model Summary

Model R R Square Adjusted R

Square

Std. Error of the Estimate

1 ,701a ,492 ,475 ,19473

2 ,845b ,713 ,693 ,14880

3 ,902c ,813 ,793 ,12219

a. Predictors: (Constant), Student Admission

b. Predictors: (Constant), Student Admission, X6 Budgeting

c. Predictors: (Constant), Student Admission, X6 Budgeting, Lecturer of qualifications

Based on the results of the analysis as presented in Table 3 above, obtained a summary of that X7 (Student Admission)be the determinant of the Quality of Teaching-Learning Process (Y) of 47,50% (Model 1), which when followed by the X6(Budgeting), its effect on the Y (Quality of Teaching and Learning) amounted to 69.30% (model 2), especially in X7 (Student Admission)and the X6 (Budgeting), followed by the X4 (Lecturer of qualifications), the influence the third variable to the Y (Quality of Teaching and Learning) held in distance learning program increased to 79.30% (model 3); This means that only less than 21% are influenced by the other variables that are not observed in this model. Other variables, namely: X1 (Curriculum), X2 (teaching materials) X3 (Assessment), and X5 (Learning tools) supported the data does not affect the Y (Quality of Teaching and Learning).

VI. DISCUSSIONS

The success of the implementation of ICT is not dependent on the availability or absence of one individual factor, these factors are interrelated but is determined through a dynamic process involving a set of interrelated factors. It is suggested that ongoing professional development must be provided for teachers to model the new pedagogies and tools for learning with the aim of enhancing the teaching-learning process (Mojgan Afshari, et all. 2009).

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To be an effective teacher (higher Quality of Teaching-Learning) does not only involve having a deep content knowledge, but also organizational, management and communication skills, being able to organize instructions, and providing relevant assessment and fair evaluations. In addition, an effective teacher is responsible to create a warm classroom climate, to promote enthusiasm, motivation and an interactive teacher-student relationship. Also, it implies to be caring and understandable, and above all, to enhance learning (Moreno Rubio, C.: 2004).

The five key factors that could contribute to an effective and worthwhile learning and teaching environment, Philip Gurney (Philip Gurney. 2007) suggest that it is the interaction of the following five key factors that provide a foundation for a good teaching: 1) Teacher knowledge, enthusiasm and responsibility for learning, 2) Classroom activities that encourage learning, 3) Assessment activities that encourage learning through experience, 4) Effective feedback that establishes the learning processes in the classroom, and 5) Effective interaction between the teacher and the students, creating an environment that respects, encourages and stimulates learning through experience.

VII. CONCLUSIONS

To determine the Quality of Teaching-Learning Process in open/distance learning graduated Bachelor Degree conducted a descriptive analysis of the results are at the level of very high (8.40%), high (46.80%), moderate (43.80). Based on the results of the analysis there are three models of the determinants of the quality of teaching and learning: 1) student admission (influential by 47.50%), 2) student admission and budgeting (influential by 69.30%), and 3) student

admission, budgeting and lecturer of

qualifications (influential by 79.30%). The findings of the three variables determinant Quality of Teaching and Learning in the Bachelor of Education In-Service Teachers ICT-based program is very important for the management and supervision of distance education in order to improve the quality of Teaching and Learning (the lectures); a) the first priority should be improvements on the system by tightening admissions selection, only qualified students that should be accepted, b) increase of the amount of financial aid in order to support education, and c) increase the lecturers’ professionalism for: (1) enhancing students' general capabilities and work-related skills (2) using student experience as a learning resource (3) encouraging active and co-operative learning (4) promoting responsibility in learning (5) engaging with feelings, values and motives as well as with intellectual

development (6) fostering open, flexible, reflexive and outcome-based assessment (7) evaluating teaching and learning to encourage

reflective teaching, and (8) developing

organization-wide strategies to establish

congruence of policies to enhance physical and material learning environment.

REFERENCES

Direktorat Pendidik dan Tenaga Kependidikan Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan Nasional, 2011. Pedoman Program Academic Recharging. Jakarta: Ditjen Dikti.

Entwistle, N. and Ramsden. 1987. Understanding Student Learning. London: Croon Helm.

Hill, Y., Lomas, L., and MacGregor, J. 2003. Students’ Perceptions of quality in higher education. Quality Assurance in Education, Vol.11, No. 1,15-20.

K. Dewi, I. W. Sadia, N. P. Ristiati. 2013. Pengembangan Perangkat Pembelajaran IPA Terpadu dengan Setting Inkuiri Terbimbing Untuk Meningkatkan Pemahaman Konsep dan Kinerja Ilmiah Siswa.e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan IPA. Volume 3 Tahun 2013

Kepmendiknas Badan PSDMPK & PMP Pusat Pengembangan Profesi Pendidik, 2013. Panduan Kegiatan Workshop Hasil Monev Program SKGJ dengan PPKHB.

Kepmendiknas, 2011. Rambu-Rambu Penyelenggaraan Program Sarjana (S-1) Kependidikan Bagi Guru Dalam Jabatan Mojgan Afshari, et all. 2009. Factors Affecting

Teachers’ Use of Information and Communication Technology. International Journal of Instruction. January 2009 Vol.2, No.1 Moreno Rubio, C.: 2004. Effective Teachers –

Professional and Personal Skills, en ENSAYOS, Revista de la Facultad de Educación de Albacete, Nº 24, 2009. http://www.uclm.es/ab/ educacion/ensayos

Pennington, G. and M. O’Neil. 1994. Enhancing the quality of teaching and learning in higher education. Quality Assurance in Education 2(3):13-18.

Permendiknas Nomor 58 Tahun 2008 tentang Penyelenggaraan Program Sarjana (S-1) Kependidikan Bagi Guru Dalam Jabatan

Philip Gurney. 2007. Five Factors for Effective Teaching. New Zealand Journal of Teachers’ Work, Volume 4, Issue 2, 2007

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Gambar

TABLE 1 RESULTS OF A DESCRIPTIVE ANALYSIS OF ALL VARIABLES STUDIED

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