LAPORAN INDIVIDU PRAKTIK PENGALAMAN LAPANGAN (PPL) LOKASI SMA NEGERI 1 MLATI

Praktek Pengalaman Lapangan (PPL) merupakan salah satu bentuk pendidikan dengan memberikan pelatihan dan pengalaman belajar yang berhubungan dengan masyarakat khususunya dunia pendidikan/sekolah. Kegiatan Praktik Pengalaman Lapangan sangat bersifat aplikatif yang dilaksanakan guna mengupayakan suatu keterampilan kependidikan yang diperoleh di kampus agar dikembangkan oleh mahasiswa disekolah. Kegiatan ini diharapkan dapat memberikan pengalaman kepada mahasiswa sebagai calon guru dalam kegiatan belajar mengajar dan praktik persekolahan. Adapun tujuan dari praktik pengalaman lapangan ini diantaranya untuk mencetak calon-calon tenaga pendidik dan pengajar yang profesional dan bagus dalam bergaul dengan masyarakat sekolah. Kegiatan Praktik Pengalaman Lapangan yang dilakukan di SMA Negeri 1 Mlati meliputi kegiatan praktik mengajar di kelas dan praktik persekolahan. Kegiatan praktik mengajar di kelas mulai dilaksanakan pada tanggal 10 Agustus 2015. Praktikan mengajar mata pelajaran Sosiologi di empat kelas X yaitu XA, XB, XC, dan XD. Sementara kegiatan praktik persekolahan dimaksudkan agar mahasiswa praktikan mampu mengenal manajemen sekolah dan melakukan kegiatan di luar pembelajaran di kelas. Kegiatan di luar kelas meliputi, piket guru upacara. Mahasiswa melaksanakan praktik mengajar sebanyak 8 jam dalam seminggu dan selama satu bulan praktikan telah melaksanakan praktik mengajar sebanyak 8 kali pertemuan dari akumulasi Rencana Pelaksanaan Pembelajaran. Jika dihitung masuk kelas praktikan sudah melaksanakan sebanyak 18 kali masuk kelas dari keempat kelas. Selama melaksanakan pembelajaran tidak ditemui kendala yang berat, semuanya masih bisa dikendalikan. Selain itu mahasiswa juga selalu dipantau dan dibimbing dalam membuat perangkat atau administrasi untuk mengajar serta selalu mengadakan evaluasi setelah selesai melakukan pembelajaran. Hasil yang diperoleh dari kegiatan PPL yaitu mahasiswa mendapatkan pengalaman nyata berkaitan dengan perencanaan, penulisan perangkat pembelajaran, proses pembelajaran dan pengelolaan kelas. Mahasiswa telah menerapkan dan mengembangkan ilmu serta ketrampilan yang dimiliki sesuai dengan program studi masing-masing

Peranan Seleksi Dan Penempatan Tenaga Kerja Terhadap Peningkatan Produktivitas Kerja Bagian Produksi Pada PT. Sinarindo

Pendahuluan Keberhasilan suatu perusahaan tentu tidak terlepas dari peran serta manusia sebagai unsur perilaku dari produktivitas. Disisi lain perkembangan dan kemajuan di bidang teknologi terus berkembang dan tidak bisa dihindari. Hal ini tentu saja banyak perusahaan yang menggunakan teknologi untuk meningkatkan produktivitas kerjanya. Namun semua itu, manusia tetap menjadi faktor penentu dalam proses keberhasilan suatu perusahaan. Dalam konsep manaiemen, manusia diharapkan memanfaatkan tenaganya secara optimal untuk meningkatkan produktivitas kerja, yang diikuti oleh terciptanya hubungan kerja yang bennutu dan saling membangun. Produktivitas kerja, merupakan harapan dan tujuan dari setiap perusahaan untuk mencapai keuntungan yang lebih maksimal. Oleh karena itu, produktivitas kerja perlu ditingkatkan melalui pelatihan, motivasi dan kesempatan kerja. Tantangan utama bagaimana mengelola sumber daya manusia semaksimal mungkin sehingga tercipta tenaga kerja yang berkualita

Kepemimpinan Pendidikan di Masa Pandemi Covid-19

Tujuan dari penelitian ini adalah untuk mengetahui kepemimpinan pendidikan dimasa pandemic, karena pada permulaan tahun 2020 diseluruh dunia digemparkan dengan kejadian besar yaitu penyakit menular yang sangat mematikan, penyakit tersebut dinamakan Virus Corona (Covid-19) yang membuat kepanikan dimana-mana karena penyebarannya yang begitu cepat. Penyakit menular ini diluar prediksi banyak orang. Oleh sebab itu, di masa pandemi ini memberikan banyak perubahan kepada aspek kehidupan. Karena sekarang,  seluruh sektor tersebut banyak yang terpengaruh, terdampak dan menghambat berbagai kegiatan terutama pada bidang pendidikan. Sampai para pemimpin pendidikanpun merespon dengan di haruskannya memindahkan aktivitas pendidikan tersebut secara online.  Dalam permasalahan yang terjadi pada saat ini, maka artikel ini menyoroti tentang kepemimpinan pendidikan dimasa pandemi covid-19 dengan melewati tahapan-tahapan yaitu: 1) apa kepemimpinan pendidikan, 2) bagaimana fungsi dan gaya kepemimpinan pendidikan, 3) bagaimana dampak positif dan dampak negatif kepemimpinan pendidikan dimasa pandemi. Adapun penelitian ini menggunakan metode deskriptif pendekatan kualitatif karena penelitian deskriptif ini merupakan penelitian yang dimaksudkan untuk mengumpulkan informasi tentang status suatu tanda-tanda yang ada menggunakan keadaan tanda-tanda yang apa adanya dalam waktu penelitian yang dilakukan, baik secara faktual dan seksama tentang fakta-fakta, sifat-sifat dan interaksi antar kenyataan yang diselidiki

Pembelajaran Saintifik pada Anak Usia Dini dalam Pengembangan Kreativitas di Taman Kanak-Kanak

Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran saintifik anak usia dini di TK Negeri Pembina Salatiga. Metode penelitian yang digunakan adalah kualitatif deskriptif. Data yang diperoleh dari hasil wawancara, observasi dan dokumentasi yang bersumber dari TK Negeri Pembina Kota Salatiga. Data yang terkumpul ditindaklanjuti dengan reduksi data, display data dan menarik kesimpulan. Kurikulum 2013 merupakan kurikulum yang menekankan pada pendekatan saintifik, meskipun dalam pelaksanaannya masih ada guru belum sepenuhnya menerapkannya. TK Negeri Pembina merupakan sekolah PAUD pertama di Salatiga yang menerapkan pembelajaran dengan pendekatan saintifik. Hasil penelitian menunjukkan pelaksanaan pembelajaran saintifik belum terlaksana dengan maksimal, guru kesulitan dalam mengontrol dan memberikan penilaian di setiap aktivitas anak dikarenakan rasio guru terhadap murid di TK Negeri Pembina kelompok B melebihi rasio ideal yaitu lebih dari 1:15. Pembelajaran saintifik mampu merangsang kreativitas anak karena anak lebih mandiri, percaya diri, berani berpendapat, dan rasa ingin tahu yeng tinggi sebagai ciri kreatif

RELATIONSHIP BETWEEN RELIGIOUS CONSCIOUSNESSES WITH SCIENTIFIC LEARNING (CASE STUDY IN ISLAMIC BASIC SCHOOL IN MALAYSIA AND INDONESIA)

The holy Qur‟an contains several aspects of human life including education. One of the letters in the Qur'an (Al-Alaq 1-5) is closely associated with education and learning. The verses in the letter implies the learning process and learning outcomes. The goal of the research is to find out the relationship between scientific learning with religious consciousness. To measure students' religious consciousness by looking at their behavior. The indicators of scientific learning skills of teacher are the ability to organize learning problems, to perform monitoring, facilitation of students‟ problem, and competency to perform the evaluation The indicators of scientific learning skills of student are ability to observe, measure, classify, communicate, guest and conclude. The results of the study based scientific learning skills are methodological, conceptualization, understand the concepts learned, apply the concepts learned, and give the meaning of what is learned competencies. This research is mixed method, concurrent embedded model, quantitative primer. The result of the research as follows, the students‟ behavior is better than both mind and heart, it is expected because the measurement of the behavior when at school. Actually the students‟ mind is not as good as behavior. Because the situation is at school, and the school gives high pressure to students‟ behavior, so their behavior is good. The teachers prepare the object study well. They used medias and give some task to the students. The media usually used by the teachers to provide object / learning problems. Through learning media usually the teachers give some tasks to the students. Because the teachers often and even always use the medium of learning, so the skills in the preparation of the object / learning problems are very skillful. Two skills of the students, they are to measure and guest are low compared the others skills. It happened because they rarely do. The skill to classify and communicate are high compared the others skills. Teachers usually pay attention about communication skill more. They asked students to restate what they know. The teachers ask the students to classify than to measure and guest. Some teachers assumed that the measurement of the success of learning is "ability to communicate what the students‟ know". So it makes the students skillful in communication compared the others one. Relationship between scientific learning skills of teachers with scientific learning skills of students Indicates lowest score compared relation to one aspect to the other. This suggests that teachers do their own activities, inadequate attention to the students. The skills of the students is not solely the result of the skills held by teachers. What is important for the teacher is to stimulate students' skills in order to increase due to the very strong influence on the results or outcomes of learning

THE NEW PARADIGM OF TOLERANCE-CHARACTER BUILDING BASED ON MULTICULTURALISM THROUGH RELIGION EDUCATION

Pluralism is a fact of history. Pluralism is God's will for humans to greet each other, to recognize, to communicate, and to express solidarity. Tolerant attitude can be grown through religion-based multicultural education. Jack Seymour and Tabitha Kartika Christiani explain models of religious education, namely; in the wall, at the wall, and beyond the wall. The most appropriate model for building a tolerant behavior of students is beyond the wall education, because the approach used is not only oriented to discuss and dialogue with people of different religious spirituality vision, but also to be mutually cooperative among others. Meanwhile, Amin Abdullah uses philosophical approach inspired by Immanuel Kant in his work Perpetual Peace which was developed through a religion phenomenological approach in the study of religions. This philosophical approach maps and discusses three entities of religion thought, namely Subjective, Objective, and Intersubjective. And the most appropriate approach for building a tolerant behavior of students is intersubjective approach, as it concerned with sympathy and empathy between human beings and between people of diverse faiths in the world through persuasive, dialogic, participative, and inclusive communication

DEVELOPING CHARACTER EDUCATION GROUNDED ON “ABK” (ATTITUDE BEFORE KNOWLEDGE) MODEL FOR KINDERGARTEN AT RAUDLATUL ATHFAL STATE ISLAMIC UNIVERSITY „SUNAN KALIJAGA‟ INDONESIA

Indonesian formal education‟s orientation has been focused on the development of science and technology (hard skills), therefore, it is weak in developing moral and spiritual components (soft skills). This, inevitably, is linked with the multi-dimensional crisis that we experience today – widely assumed as the impact of the economic crisis. As an effort to deal with the crisis, education in Indonesia has been focused to develop science and technology, which are considered as capitals for the economic development. Unfortunately, this imbalanced practice in education has created another crisis instead, i.e. the value crisis. To strengthen the education of value or character, innovation is needed in the practice of education, especially in early age education, because education in this age is the foundation for character development in the later ages. Raudhatul Athfal Dharma Wanita Persatuan (RA-DWP) is a pre-school educational institution which is used as one of the educational laboratories for students of Tarbiyah Sciences Faculty and Teacher Training Faculty, „Sunan Kalijaga‟ State Islamic University, Indonesia, to conduct their apprenticeship program. The changes that take place in this institution will have a vast impact, as vast as the impact experienced by the faculty students who study here.This research aims to design a model of education at RA-DWP. The research method chosen is Research and Development (R&D), which involves the following steps: first, conduct a need assessment, after that, dig the „lesson learned‟ model from Japan, and then design a model which is appropriate for the needs, the proposed models are validated by experts and practitioners to come up with the most suitable one. Japan is chosen as a reference because it is well known as a country which has successfully developed character education. The model developed includes a philosophical basis, a model concept and an operational model.The „need assessment‟ study results show that RA-DWP needs to strengthen the vision of character education, both in concept and implementation. Therefore, the „lesson learned‟ from Japan is very relevant to redesign the said educational model. After conducting several research steps and adopting the theory of value education from Lickona, the ABK (Attitude Before Knowledge) model is established. This model demands three important aspects: exemplary conduct by teachers and parents, development of conducive school culture, and close cooperation between the school and all other stakeholders. With this ABK model, students will be able to enter the global world with sufficient knowledge and skills, and will have the characteristics of civilized citizens