KESENJANGAN ANTARA PERSEPSI DAN HARAPAN MAHASISWA PADA KEGIATAN TUTORIAL TATAP MUKA MATA KULIAH PRAKTIKUM IPA SD

Learning subject such as Natural Sciences (IPA) is not only learns about science concepts but also experiencing the real nature. This study aims to obtain information about students' perceptions on the content of science laboratory practices, the preparation of students in tutorials, as well as expectations for practical implementation of IPA. Questionnaires were administered by mail and direct delivery. A total of 399 students from Medan, Jakarta, Jakarta, Samarinda, Surabaya, Bangka Belitung, Mataram, Palu, which registered to the course at Universitas Terbuka (UT) in the first semester of 2009 had answered. Observation was carried out at 4 locations in Sukabumi, Depok, Tangerang, and Cibarusa. The results indicated that independent laboratory practices were done more compared to the formal tutorial practices. Perceptions of students towards science laboratory activities of the of 4 scale (poor (1), fair (2), average (3) and good (4)), were respectively X = 3.34 for student involvement in laboratory practices, X = 3.01 for the content material, X = 3.27 for the presence of tutors, and X = 2.61 for the availability of facilities and infrastructure. While the gap between the conditions and expectations of students in consecutive tutorial activities was 0.71 for the availability of facilities and infrastructure, 0.41 for to the availability of laboratory practice materials, 0.31 for the competence of tutors, and 0.33 for student involvement in laboratory practice activities

Striving for New Learning Experiences in Indonesia Open University

This session will focus on our collaborations in developing thesis research occurring in the context of a project with the Indonesia Open University or Universitas Terbuka (UT). Allan will speak about the nature of the collaboration and the ‘sensitivities’ involved in development work of this sort,while Yudhi and Isti will speak about their thesis research. Yudhi’s thesis research is about a social constructivist learning approach in the online civic education tutorial at UT. Meanwhile,Isti’s thesis research is about reflective practice curriculum for teacher education at UT. This will be followed by a question and discussion time

Using GeoEnZo software in geometry to teach Primary School Teacher (PST) students

The use of appropriate learning aids makes it easier for students to understand the material. There are various kinds of learning software used to build space. However, GeoEnZo makes it easier for students to understand the material and become confident as individuals and capable of sharing their knowledge in their classes

Peningkatan Keterampilan Guru Biologi SMA Membuat Awetan Tumbuhan Di Kecamatan Balaraja – Tangerang

At present teachers including Biology teachers face many challenges in learning. The challenge of mastering learning technology makes the media itself a challenge for teachers. In addition, teachers who have long graduated from their original universities rarely update their knowledge and skills. Based on the agreed needs survey and analysis, debriefing activities for teachers are needed in order to face challenges in learning while updating their knowledge and skills through the creation of media props. The purpose of the training is focused on providing Biology teachers with the means to make preserved plant, so that they are skilled to be able to make their own teaching aids for plant learning purposes. The method of carrying out the activity was carried out with a 3 x 8 hour pattern training for Biology teachers throughout Tangerang Regency about material for making plant preservation. The results obtained from this activity are teachers who are skillfully trained in preserving the products of individual and group work models. Other results have a significant increase in skills before with after training. Participants feel the benefits of the training and are satisfied with the training activities to make preserved plan

Perception of Kindergarten Teachers on The Utilization of Traditional Games Learning in West Nusa Tenggara, Indonesia

Indonesia is an archipelago country consisting of 17,504 lands spread in 34 provinces. One of them is West Nusa Tenggara Province. In addition, Indonesia is also a country rich in traditional games because Indonesia has more than 1,340 ethnic groups. If it is assumed that one ethnic group only has two traditional games, then in Indonesia there will be around 2,680 types of traditional games. Traditional games are games that develop from generation to generation and usually contain elements of education that can stimulate aspects of child development such as motoric skill, cognitive ability, language, social-emotional, creativity and character. This article will describe the perceptions of kindergarten teachers about the use of traditional games in the learning process in kindergarten. The research method uses descriptive qualitative with interview techniques. The research subjects were 100 kindergarten teachers in West Nusa Tenggara (NTB) Province. Research time July - October 2018. The results of the study show that the use of traditional games in learning in kindergarten is only enriching and is not optimal and needs to be encouraged so that Indonesian traditional games, especially in NTB can be preserved and empowered to stimulate aspects of child development

Writing an Educational Autobiography as a Way to Become a Reflective Teacher

This dissertation presents my educational autobiography, the result of my reflection on experiences during my school life, my teaching life, and my life as a mother to reveal who I am personally and professionally in my journey to become a reflective teacher, a teacher who takes her students’ wellbeing into her mind in the everyday life of classrooms and schools. In order to write my stories, I searched incidences that related to my experiences with learning and teaching and making sense of them. Through the process of framing and reframing my experiences, I gained a better understanding of my journey as an educator and became capable of articulating my experiences along this journey. My broad goal in this thesis is to improve the quality of teacher education at Universitas Terbuka (UT) through broadening the notion of reflection in its curriculum. As writing autobiography is one of the pathways to becoming a reflective teacher, I would like to experience the process of writing autobiography before I introduce the idea to student teachers. I would like to experience the dark, the disoriented, the dreadful feeling and the brightness of writing autobiography narratively. Writing my autobiography not only helped me to excavate my old lives and make meaning out of them, revealing my self, but also to realise the importance of learning from my experience. Professionally, writing my autobiography helped to overcome my fear of writing. The process of making meaning of incidents was strengthened by my understanding of concepts and theories that could be used to illuminate them. I gained new knowledge because writing my autobiography encouraged me to search for related literatures that helped me understand my experiences. From my experience of writing my autobiography and synthesizing theories and practices of reflection in teacher education, I propose ideas to improve UT’s teacher education by strengthening the notion of reflection in its curriculum