PENGARUH PENCAPAIAN ISO 9001:2000 TERHADAP PENINGKATAN KUALITAS LAYANAN BELAJAR JARAK JAUH DI 11 UPBJJ-UT

Quality improvement has always been applicated by the Universitas Terbuka (UT) especially to improve its distance learning services at its regional centers. The objectives of this research are to analyze the results of the internal audit before and after the UT regional centers accepting ISO 9001:2000 certificate, to learn what the benefits of the internal audit are toward the improvement of the distance learning services in UTs regional centers, and to identify the top managers of the UTs regional centers and their staff perceptions toward the internal audit. This research was conducted between March and October 2008 in UT. The research was conducted using descriptive analysis. The report analyzing guidance, questionaires and interview guidance were employed as the research instruments. The research concluded that ISO 9001:2000 had good effects to the improvement of the distance learning services at UT regional centers. Moreover, the internal audit made the UTs regional centers did their best to improve they distance learning services and these benefits made the top managers of the UT regional centers and their staff had a good perception toward the internal audit in UT

ECE Educator Training: How to Develop Literacy and Environment Education for Children?

Loving the environment is a character that must be instilled in children from an early age. This study aims to describe how efforts to instil love for the environment in preschool. This research uses a collaboration action research method with the intervention of providing information and motivation about the importance of environmental education for ECE educators. The participants were the ECE community represented by eleven ECE teachers in the Tangerang, Sawangan Bogor, Medan, and Batam areas. Data collection was carried out by focus group discussions and interviews as well as the delivery of information related to learning and environmental literacy for children through online meetings. Content analysis was used to interpret the data in this study. The findings of this study indicate that the provision of information and motivation to eleven ECE teachers can make the eleven teachers form the spirit and knowledge of teachers to develop learning and teaching environmental literacy in early childhood classes. The teachers are also trying to green the school environment by planting trees and making various learning activities with the children to get to know and love the environment better. Keywords:  ECE educators training, environmental literacy, environmental education References: Bryman, A. (2021). Social Research Methods. Oxford University Press. https://books.google.co.id/books?id=kDZwzgEACAAJ Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. https://doi.org/10.1001/archpedi.159.1.46 Chu, H., Lee, E. 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Environmental education research news. Environmentalist, 12(3), 165–168. https://doi.org/10.1007/BF01267599 Ernst, J., & Burcak, F. (2019). Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience. Sustainability, 11(15). https://doi.org/10.3390/su11154212 Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02226 Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894 Ewert, A., Place, G., & Sibthorp, Ji. (2005). Early-Life Outdoor Experiences and an Individual’s Environmental Attitudes. Leisure Sciences, 27(3), 225–239. https://doi.org/10.1080/01490400590930853 Friedman, S., Masterson, M. L., Wright, B. L., Bredekamp, S., & Willer, B. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated). National Association for the Education of Young Children. https://books.google.co.id/books?id=Kb-vzQEACAAJ Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157. https://doi.org/10.1002/ijop.12034 Jørgensen, K.-A. (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8), 1139–1157. https://doi.org/10.1080/13504622.2015.1068277 Kaiser, F. G., Brügger, A., Hartig, T., Bogner, F. X., & Gutscher, H. (2014). Appreciation of nature and appreciation of environmental protection: How stable are these attitudes and which comes first? European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee, 64, 269–277. Kaya, V., & Elster, D. (2019). A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581 Kidman, G., & Casinader, N. (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. EURASIA Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103065 Kim, G., Vaswani, R. T., Kang, W., Nam, M., & Lee, D. (2017). Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs. Sustainability, 9(7). https://doi.org/10.3390/su9071182 Larimore, R. (2016). Defining Nature-Based Preschools. The International Journal of Early Childhood Environmental Education, 4(1), 5. Lincoln, Y. S., Guba, E. G., & Publishing, S. (1985). Naturalistic Inquiry. SAGE Publications. https://books.google.co.id/books?id=2oA9aWlNeooC López-Alcarria, A., Gutiérrez-Pérez, J., & Poza-Vilches, F. (2014). Preschool Education Professionals as Mediators of Environmental Health Education. 6th International Conference on Intercultural Education “Education and Health: From a Transcultural Perspective", 132, 639–646. https://doi.org/10.1016/j.sbspro.2014.04.366 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mills, G. E. (2011). Action Research: A Guide for the Teacher Researcher. Pearson. https://books.google.co.id/books?id=-d1XAAAAYAAJ Olgan, R., & Kahri̇Man-Öztürk, D. (2011). An Investigation in the Playgrounds of Public and Private Preschools in Ankara. Education and Science, 36(161), 13. Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947 Otto, S., Kaiser, F. G., & Arnold, O. (2014). The Critical Challenge of Climate Change for Psychology. European Psychologist, 19(2), 96–106. https://doi.org/10.1027/1016-9040/a000182 Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students. The Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59 Phillipson-Mower, T., & Adams, A. D. (2010). Environmental Education Service-Learning in Science Teacher Education. In A. M. Bodzin, B. Shiner Klein, & S. Weaver (Eds.), The Inclusion of Environmental Education in Science Teacher Education (pp. 65–79). Springer Netherlands. https://doi.org/10.1007/978-90-481-9222-9_5 Rosa, C. D., Profice, C. C., & Collado, S. (2018). Nature Experiences and Adults’ Self-Reported Pro-environmental Behaviors: The Role of Connectedness to Nature and Childhood Nature Experiences. Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01055 Roth, C. E. (1992). Environmental Literacy: Its Roots, Evolution and Directions in the 1990s. ERIC/CSMEE Publications. https://books.google.co.id/books?id=8ZA6HQAACAAJ Schutte, A. R., Torquati, J. C., & Beattie, H. L. (2017). Impact of Urban Nature on Executive Functioning in Early and Middle Childhood. Environment and Behavior, 49(1), 3–30. https://doi.org/10.1177/0013916515603095 Shallcross, T., O’Loan, K., & Hui, D. (2000). Developing a School Focused Approach to Continuing Professional Development in Sustainability Education. Environmental Education Research, 6(4), 363–382. https://doi.org/10.1080/713664694 Spano, G., D’Este, M., Giannico, V., Carrus, G., Elia, M., Lafortezza, R., Panno, A., & Sanesi, G. (2020). Are Community Gardening and Horticultural Interventions Beneficial for Psychosocial Well-Being? A Meta-Analysis. International Journal of Environmental Research and Public Health, 17(10). https://doi.org/10.3390/ijerph17103584 Ulrich Müller, Viviene A. Temple, Beverly Smith, Kimberly Kerns, Kayla Ten Eycke, Jeff Crane, & John Sheehan. (2017). Effects of Nature Kindergarten Attendance on Children’s Functioning. Children, Youth and Environments, 27(2), 47–69. JSTOR. https://doi.org/10.7721/chilyoutenvi.27.2.0047 Veisi, H., Lacy, M., Mafakheri, S., & Razaghi, F. (2019). Assessing environmental literacy of university students: A case study of Shahid Beheshti University in Iran. Applied Environmental Education & Communication, 18(1), 25–42. https://doi.org/10.1080/1533015X.2018.1431163 Wals, A. E. J., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404–413. https://doi.org/10.1111/ejed.12250 Wilson, R. A. (1996). Environmental Education Programs for Preschool Children. The Journal of Environmental Education, 27(4), 28–33. https://doi.org/10.1080/00958964.1996.994147

Peranan Dialog Dalam Sistem Pembelajaran Jarak Jauh

Dialog dalam Sistem Pembelajaran Jarak Jauh (SPJJ) merupakan bentuk komunikasi antara pemelajar dan pembelajar yang dapat terjadi melalui berbagai cara. Seperti yang diuraikan oleh Moore & Kearsley (2012) bahwa kegiatan pembelajaran dalam pendidikan jarak jauh membutuhkan bantuan media dan pengelolaan secara khusus. Tujuan penulisan makalah ini, untuk memberikan kesadaran akan pentingnya aspek dialog dalam proses pembelajaran pada SPJJ sehingga dapat menentukan kecepatan penyerapan materi oleh pemelajar. Didasarkan atas disertasi mengenai peranan dialog dalam SPJJ yang diterapkan di Universitas Terbuka (UT), melalui pendekatan konseptual deskriptif, akan diuraikan tentang konsep SPJJ dan berbagai model dialog dalam SPJJ. Di akhir, rekomendasi untuk para perancang pembelajaran melalui SPJJ, agar dalam menyiapkan berbagai media dan sumber pembelajaran melalui SPJJ juga memunculkan format dialog dalam berbagai bentuk yang dapat dimanfaatkan pemelajar dan pembelajar. Kata Kunci

CONTRIBUTION OF SOCIAL ATTITUDE, LEARNING INTEREST, AND TEACHER COMPETENCE TO STUDENT ADAPTABILITY

This study aimed to determine the contribution of social attitude, learning interest, and teacher competence to the adaptability of fifth grade students at SD Semester II Cluster 3, Tabanan District, Tabanan Regency. This research was an ex post-facto study with a population of 137 students. Sampling applied saturated sampling technique. Research data was collected using a questionnaire instrument. Research data were analysed using multiple regression and partial correlation. The results showed that (1) the significant contribution of social attitudes to adaptive skills was 23.50% and the effective contribution was 8.52%; (2) a significant contribution of interest in learning to adapt skills of 32.9% and an effective contribution of 15.60%; (3) the significant contribution of teacher competence to adaptive skills was 37.50% and the effective contribution was 24.97%; and (4) the combination of the contribution of social attitudes, learning interest, and teacher competence to students' adaptive skills was 49.10%

RELATIONSHIP BETWEEN PERCEPTION AND USE OF SOCIAL MEDIA IN DISTANCE AND OPEN LEARNING BY FACULTY OF UNIVERSITAS TERBUKA INDONESIA

The study aimed to find the relationship between the perception and use of social media towards the paradigm shift of teaching as design science for faculty of Universitas Terbuka, Indonesia. The descriptive and mixed design (both qualitative and quantitative) was used to conduct the study. A focus group with the faculty of Institute of Learning Material Development and Distribution, Examination, and Information System of Universitas Terbuka was conducted. Initially the nine faculty members were exposed to the concept of paradigm shift towards teaching as design science, social capital and design science both in English and Indonesian languages. The focus group discussion was followed by three interviews to triangulate the views and identify the indicators for the questionnaire. Afterward, a questionnaire to measure the social capital strengths in three dimensions (Relational, Cognitive and Structural) was designed on the basis of initially collected data. The reliability and validity of the questionnaire was assured through judgmental approach. A purposive sample of thirty faculty members was selected from the teaching faculty of the Universitas Terbuka. It was found that the perception of the Universitas Terbukafaculty members was positive towards the use of social media in their teaching- learning process. They were well aware of the potential of the young learners in the use of social media and are of the view that it may be utilised to reach the objective of optimization of the learners’ achievements. The researchers recommended a dual cyclic model for the appropriate use of the social media for the purpose of teaching as design science

PENGEMBANGAN ALAT PERMAINAN KOMPREHENSIF UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU PAUD

Setiap guru PAUD harus memiliki kompetensi pedagogik, khususnya kompetensi dalam merancang bahan belajar dan menerapkan pembelajaran menggunakan bahan belajar yang sesuai dengan perkembangan anak didiknya. Kegiatan pengabdian kepada Masyarakat (PkM) Dosen Pendidikan Guru PAUD Universitas Terbuka (PGPAUD UT) bertujuan untuk meningkatkan kompetensi pedagogik Guru PAUD melalui kegiatan pengembangan alat permainan komprehensif (APK). Metode pelaksanaan dilakukan melalui kegiatan luring dan daring. Mitra adalah Dinas Pendidikan dan Kebudayaan Kabupaten Pandeglang dengan peserta 20 guru PAUD/TK yang berasal dari 10 lembaga terpilih. Pengukuran pencapaian PkM dilihat dari produk APK dan Sertifikat HKI yang dihasilkan dan hasil asesmen yang dilakukan terhadap semua peserta. Hasil PkM adalah lima produk APK, lima sertifikat HKI dan peningkatan kompetensi pedagogik sebesar 37%. Rekomendasi yang dapat disampaikan adalah kegiatan Pengembangan APK dapat dilanjutkan dan disebarkan kepada guru-guru PAUD di berbagai wilayah lainnya dan Guru yang telah mengikuti kegiatan ini dapat menyebarkan ilmu dan pengalamannya kepada sejawatnya.   Every PAUD teacher must have pedagogical competence, especially competence in designing learning materials and implementing learning using learning materials that are appropriate to the development of their students. Community service activities (PkM) for PAUD Teacher Education Lecturers at the Open University (PGPAUD UT) aim to improve the pedagogical competence of PAUD Teachers through comprehensive game tool development activities (APK). The implementation method is carried out through offline and online activities. The partner is the Pandeglang Regency Education and Culture Office with 20 PAUD/TK teachers participating from 10 selected institutions. The measurement of PkM achievement can be seen from the APK products and IPR Certificates produced and the results of assessments carried out on all participants. The results of PkM are five APK products, five IPR certificates, and an increase in pedagogical competence of 37%. The recommendation that can be made is that APK development activities can be continued and distributed to PAUD teachers in various other regions and teachers who have participated in this activity can spread their knowledge and experience to their colleagues

Research Trends in the Last 3 years Related to Distance Education : A Bibliometric Study

This study aims to analyze the research trends related to distance education over the past three years by examining the publication patterns and key topics within the field. This study used a quantitative descriptive research approach with a bibliometric method. Data was collected through the Scopus database with the keyword "Distance learning" by searching for journals based on keywords, article titles, and abstracts with the condition of publications in 2020-2022. The software used in data analysis in this study was the Bibliometrix R-Package, which was part of R-Studio. A total of 1936 articles were found and analyzed. The study results showed that the number of articles related to distance education has been increasing each year, with a growing trend from 2020 to 2022. The study analyzed the top journals, affiliations, and countries publishing articles and identified the most productive authors and relevant affiliations. The trend topics discussed were social media, distance learning, and learning analytics, with new topics emerging in 2021, such as university students, motivation, and Covid-19. Theme classifications were divided into two, connected by blue and red lines. The study also identified future research opportunities using a thematic map