DEVELOPING MODULE OF PERSONAL-SOCIAL GUIDANCE FOR GUIDANCE AND COUNSELING TEACHERS IN SPECIAL REGION OF YOGYAKARTA TO INCREASE PSYCHOLOGICAL PREPAREDNESS OF SENIOR HIGH SCHOOL STUDENTS IN FACING NATURAL DISASTER

This research aim to: (1) assess the need of Guidance and Counseling teachers concerning module material for increasing psychological preparedness of senior high school students in facing natural disaster; (2) develop and also validate module mentioned at the first purpose of this research. This research apply research and development approach for module validation and development. The research variable in this study is psychological preparedness in facing natural disaster; Psychological preparedness consisted of cognitive, affective and psychomotoric readiness; while natural disaster anticipated in this module cover earthquake, mount erupt and tropical cyclone. Research subject consist of 48 Guidance and Counseling teachers in special region of Yogyakarta for the purpose of need assessment; and for testing module validity, besides tested by three expert people, they are each expert in Guidance and Counseling, expert in natural disaster and mitigation, and expert in media, module is also tried out to user subject, that is Guidance and Counseling teachers of senior high school in special region of Yogyakarta. The try out sequentially involve 6 people at initial field, 15 people at main field, and 65 people at operational field. Instruments applied to collect data are either opened or closed questionnaires. The collected data, the quantitative as well as the qualitative one were analyzed descriptively. Results obtained from this research are: (1) Material required by Guidance and Counseling teachers for module of psychological preparedness in facing natural disaster cover cognitive aspect (14,58%), affective aspect (31,25%) and psychomotoric aspect (52,08%). (2) The module of "Personal-Social Guidance for increasing Psychological Preparedness of Students in Facing Natural Disaster" which is developed besides based on result of need assessment, also based on literature study by considering potential disaster for special region of Yogyakarta, therefore module developed cover three activities of personal-social services, each to face natural disaster of (a) earthquake, (b) mount erupt, and (c) tropical cyclone. (3) module validated is valued proper either in appearance or in concept, and also useful as media for assisting to perform service of personal-social guidance to increase psychological preparedness of senior high school students in facing natural disaster. Further, the module is valued “self-contained” for having fulfilled acceptance criterion (subject reach 80% minimum understanding) at the test of content understanding and module readability. Keywords: Module of Personal-Social Guidance, Psychological Preparedness in Facing Natural Disaster FIP, 2008 (PPB

CONSTRUCTING AND VALIDATING MODULE OF “SOCIAL LIFE SKILL” FOR PRESCHOOL EDUCATORS

Social Life Skill is a very important ability for human life in society. The current situation in Indonesia shows the skill is not developed properly so that conflict happened everywhere and physical as well as mental destruction happened at the end. Therefore the social life skill is very important to be educated since early childhood. This second year research is intended: (1) to construct module of “social life skill” for preschool educators based on the finding of the first year research in connection with preschool educator knowledge on social life skill and how to implement it in educating children; (2) to evaluate the validity of the module, either its content or readability; (3) to make the module perfect/better based on the result of try out. The study used research and development approach with the design model of Borg and Gall. Operational variable used is the concept of social life skill, consists of 3 aspects: (1) Empathy, (2) Affiliation and conflict resolution, and (3) Developing positive manners. Each has 3 sub aspects. Therefore there are 3 modules constructed and each has 3 sub modules. The research subjects are kindergarten teachers which institution where they work located in village area, and in the city. Their level of education consist of: junior secondary, senior secondary, 1, 2, 3 years diploma and S1 from various study programs, some are not related with early childhood education. They are also ranged from 1 to 30 years working experience. The content of the modules was validated by experts on early childhood education and Indonesian language judgment. There are 9 sub modules being evaluated its content and readability so that it will be easy to be read by preschool teachers. Readability test using cloze method which means the text of the module taken the 7th word and made it blank which should be filled by reader for readability testing. The sub modules were checked its readability two times, first with 6 preschool teachers. The second was involving 68–72 preschool teachers for each sub module. The criteria of readability are: if more than 60% readers could answer the right words the text of the sub module is considered to be easy to understand; if 41%–60% readers could answer the right word, the text of the sub module is considered to be medium and needs instructor to help understanding the text; whereas if only 40% or less readers could answer the right words, the text is considered difficult to understand and should be revised. The norm used to accept the module is the criteria of more than 60% readers could answer the right words. The finding of the first try out ranged from 44.54% to 77.02%, and the second was ranged from 61.54% to 83.70%. The result of the research are: (1) There are 3 modules of “social life skill” constructed, each has 3 sub modules, so there are totally 9 sub modules constructed; (2) The content validity of the modules were evaluated by expert judgement, and the readability testing of sub modules was all reach level of readability: easy to understand; and (3) In order to make the modules easier to understand, the words considered difficult were revised or presented in glossary. Keywords: module, social life skill, preschool educator FIP, 2006 (PPB

PENGEMBANGAN MODEL PEMANFAATAN MODAL SOSIAL UNTUK PENINGKATAN MUTU SEKOLAH MENENGAH ATAS DI YOGYAKARTA

Penelitian ini dimaksudkan untuk mengembangkan model pemanfaatan modal social untuk meningkatkan mutu sekolah menengah atas di Yogyakarta. Penelitian ini merupakan penelitian multiyears yang direncanakan dilaksanakan selama tiga tahun. Secara khusus penelitian ini bertujuan untuk: (1) mengembangkan model pemanfaatan modal sosial untuk peningkatan mutu sekolah menengah atas di Yogyakarta; (2) mengembangkan buku pedoman pemanfaatan modal sosial untuk peningkatan mutu; (3) memberikan pemahaman tentang pentingnya modal social untuk peningkatan mutu sekolah kepada semua pihak yang terkait. Pendekatan yang digunakan dalam keseluruhan penelitian ini adalah Research and Developmet (R & D). Subjek penelitian adalah sekolah menengah atas di Yogyakarta. Teknik pengumpulan data yang digunakan adalah angket, observasi, wawancara, dan studi dokumentasi, yang didukung focus group discussion (FGD) serta buku catatan lapangan/logbook. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Analisis data dilakukan melalui data reduction, data display, dan reflection drawing/ verification Hasil yang ditargetkan dalam penelitian tahun kedua ini adalah: (1) Model pemanfaatan modal sosial untuk peningkatan mutu sekolah menengah atas di Yogyakarta; (2) Buku pedoman pemanfaatan modal sosial untuk peningkatan mutu; serta 3) publikasi ilmiah pada jurnal ilmiah atau seminar international

PENGEMBANGAN MODEL PEMANFAATAN MODAL SOSIAL UNTUK PENINGKATAN MUTU SEKOLAH MENENGAH ATAS DI YOGYAKARTA

Penelitian ini dimaksudkan untuk mengembangkan model pemanfaatan modal social untuk meningkatkan mutu sekolah menengah atas di Yogyakarta. Penelitian ini merupakan penelitian multiyears yang direncanakan dilaksanakan selama tiga tahun. Peningkatan mutu pendidikan melalui pengembangan model pemanfaatan modal social harus diaawali dengan pemahaman terhadap pentingnya modal social oleh seluruh elemen-elemen penting baik di dinas pendidikan maupun di sekolah. Oleh sebab itu penelitian ini bertujuan untuk mengembangkan suatu pedoman yang dapat digunakan dalam implementasi modal social di sekolah. Secara khusus penelitian ini bertujuan untuk: (1) mengembangkan model pemanfaatan modal sosial untuk peningkatan mutu sekolah menengah atas di Yogyakarta; (2) mengembangkan buku pedoman pemanfaatan modal sosial untuk peningkatan mutu; (3) memberikan pemahaman tentang pentingnya modal social untuk peningkatan mutu sekolah kepada semua pihak yang terkait. Pendekatan yang digunakan dalam keseluruhan penelitian ini adalah Research and Developmet (R & D). Subjek penelitian adalah sekolah menengah atas di Yogyakarta. Teknik pengumpulan data yang digunakan adalah angket, observasi, wawancara, dan studi dokumentasi, yang didukung focus group discussion (FGD) serta buku catatan lapangan/logbook. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Analisis data dilakukan melalui data reduction, data display, dan reflection drawing/ verification Hasil pada penelitian tahun pertama ini menunjukkan bahwa modal sosial yang paling dominan yang banyak digunakan oleh sekolah sekolah dengan mutu tinggi adalah mutual trust dan norma/tata tertib, berdasarkan temuan tersebut, tahun pertama ini juga dihasilkan blue print dari buku pedoman pengembangan modal sosial yang siap untuk di validasi pada penelitian tahun ke dua

Pengembangan Karir Anak Sekolah Dasar Kelas Rendah

Children’s career development should have been developed since childhood so that they can achieve the basic career adaptability in the future. This research aims to identify the highest orientation of students’ career interest and knowledge based on the six career dimensions found in Holland’s theory. Moreover, this research also aims to examine the fit model of the career knowledge of lower grade students of primary schools based on Holland’s Theory of Career Choice. This research involved 576 lower grade students of primary schools in DIY, both from private and from public schools, determined by multi stage cluster stratified random sampling. Instruments used in this research are a check list to measure students’ career interest, and a test to measure students’ career knowledge. Both instruments were validated based on the content validity and their reliabilities were assessed using Alpha Cronbach formula. The coefficient α revealed was 0.935 for career interest and 0.891 for career knowledge. Data collected were analyzed by using descriptive quantitative technique to measure the student’s highest orientation of career interest and knowledge, while Confirmatory Factor Analysis (CFA) was used to confirm the model of students’ career knowledge based on Holland’s theory. The findings show that the highest orientation of the students’ career interest and knowledge is on Social dimension found in Holland’s theory. Furthermore, the results of the fit model construct test show that the models of career knowledge of lower grade students of primary schools in DIY fit significantly with themodel of career classification in Holland’s theory. These findings implicate that students’ career development module can be made based on the career knowledge model found in Holland’s theory

Pengembangan Karir Anak Sekolah Dasar Kelas Rendah

Dalam rangka diseminasi hasil penelitian, tujuan penelitian pada tahun ketiga ini ialah: 1) Mendiskripsikan proses desiminasi media kartu kwartet eksplorasi karir 2) Menguji keefektifan permainan kartu kwartet untuk meningkatkan pengetahuan karir pada anak-anak SD kelas rendah, 3) Membandingkan efektivitas metode permainan kwartet antara metode konvensional, memori, dan pesan berantai. Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian eksperimen. Pengumpulan data menggunakan tes pengetahuan karier diberikan pada tahap pre dan post tindakan kepada 254 siswa kelas 1, 2, 3 dari sekolah di DIY yang menjadi target menggunakan media. Analisis data secara kuantitatif dengan analisis uji beda tentang signifikansi peningkatannya. Hasil penelitian: 1) Diseminasi media dilaksanakan melalui forum pelatihan dan Focus Group Discussion pada 75 guru SD kelas rendah (kelas 1, 2, dan 3), untuk dilanjutkan pelatihan bermain pada siswa masing-masing kelas yang dibimbingnya. 2) Ketiga metode secara signifikan efektif untuk meningkatkan pengetahuan karir anak SD kelas rendah, dengan masing-masing p <0,05. 3) Ada perbedaan efektivitas secara signifikan antara ketiga metode bermain untuk meningkatkan pengetahuan karier anak SD kelas rendah dengan p <0,05; metode yang paling efektif secara berturut-turut ialah metode pesan berantai (M=16,84), metode konvensional (M=14,52), dan metode memory game (M=10,99)

PELATIHAN LAYANAN BIMBINGAN PRIBADI SOSIAL BAGI GURU BK DI DIY UNTUK MENINGKATKAN KESIAPAN PSIKOLOGIS SISWA SMA SECARA DINI MENGHADAPI BENCANA ALAM

Pelatihan dalam rangka kegiatan pengabdian pada masyarakat ini diilatarbelakangi oleh keadaan Indonesia yang rawan bencana, sedangkan di sisi lain kesiapsiagaan terhadap bencana belum disosialisasikan secara luas termasuk di sekolah-sekolah. Penyebabnya antara lain, guru BK yang seharusnya dapat membantu mempersiapkan siswa menghadapi bencana alam belum memiliki pengetahuan dan ketrampilan memadai dalam mempersiapkan siswa secara psikologis menghadapi bencana alam. Tujuan pelatihan ini adalah meningkatkan pemahaman dan ketrampilan guru BK dalam melakukan layanan bimbingan pribadi sosial untuk meningkatkan kesiapan psikologis siswa secara dini menghadapi bencana alam. Peserta pelatihan adalah 30 orang guru BK se DIY. Kegiatan dilaksanakan selama 4 hari, yaitu tanggal 31 Juli, 2,4, dan 7 Agustus 2010 di Ruang Serbaguna Abdullah Sigit dan ruang sidang I FIP UNY. Metode yang digunakan adalah metode brainstorming, ceramah, tanya jawab, diskusi, simulasi, penugasan, dan praktik. Pelatihan berlangsung cukup efektif. Hal ini terbukti dari jumlah peserta yang memenuhi batas minimal yang ditetapkan tim PPM, adanya peningkatan skor tes pemahaman siaga bencana pada saat postest sebesar 18,7 point. Semula, rerata skor pretest adalah 58,3 akhirnya meningkat menjadi 77. Dari proses dapat diketahui bahwa peserta menunjukkan antusiasme dan motivasi tinggi untuk mengikuti pelatihan. Selain itu ada motivasi tinggi peserta untuk menerapkan hasil pelatihan pada siswa