PEDAGOGICAL CONTENT KNOWLEDGE MAHASISWA PENDIDIKAN FISIKA UNIVERSITAS JAMBI PADA PRAKTIK LAPANGAN PERSEKOLAHAN

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pedagogical content knowledge mahasiswa Pendidikan Fisika Universitas Jambi yang mengikuti Praktik Lapangan Persekolahan (PLP). Jenis penelitian ini yaitu penelitian survey. Populasi penelitian ini mahasiswa yang sedang mengikuti PLP sebanyak 85 orang. Jumlah sampel yang digunakan 20% dari populasi. Data dikumpulkan menggunakan kuisioner. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa kemampuan Pedagogical Content Knowledge mahasiswa berada pada kategori baik. Aspek pedagogical content knowledge terdiri dari subject matter knowledge, instruction representation and strategies, instructional objective and context dan knowledge of student understanding.

KONSEP DAN IMPLIKASI MAKNA MENGAJAR DALAM PERPEKTIF DOSEN

This study attemps to observe the meaning of instruction according to the lectures at STIT Al-Fattah - Lamongan. Using qualitative approach, this case study presents a natural and objective illustration of the problem. The data accurately and carefully analyzed based on inductive – qualitative analysis. The analysis come up with conclution that: the meaning of instruction according to the perception of the lectures at STIT Al-Fattah - Lamongan is the activity interconnected with transfer of knowledge, transfer of value, and transfer of skill. This activity has competention as a purpose that will be given to the students appropriate to the subjects that lectures teach them in the form ability to think, ability to have a certain attitude, and ability to act. With the abilities we expect the students can solve the problem that they face in the sociaty. The implication of the perception about the instruction in the instructional activity of the lectures can be seen at follows: in the instructional activity the lectures begin with making syllabus of the subject then followed by contruct the course outline that have contents; instructional objective, time line, instructional strategy, and the evaluation. In the instructional activity the lecture must play as a motivator, mediator, fasilitator, and dinamisator to the students in order they have a high motivation in study.

The Design and Development of Identification of Students' Misconceptions in Individualized Learning Environment (iSMILE) System

With the rapid development of technology, incorporation of Information Communication Technology (ICT) for formative assessment purpose has been increasing over the past decade. This article describes the design and development of identification of students' misconceptions in an individualized learning environment (iSMILE) system that includes accommodations for students’ misconceptions in order to improve student’s conceptual understanding and finally learning outcome. The assessment process is carried out by preparing two-level multiple-choice questions. Misconceptions are identified for each instructional objective to make a root question and linked questions. Depending on the answers provided by the student in first level, the linked questions are given to get more information regarding the misconception. Based on the first and second level answers of students, feedbacks are provided with the misconception identified. One of the most important differences of our iSMILE system, with respect to the other developed systems, is the inclusion of misconception based feedback. The iSMILE system has been developed by using open source ICT tools (like MySQL, Apache, etc.) which make the system free of cost and accessible and editable by any instructor from anywhere and at any time.

Frame Modeling Method in Teaching and Learning Legal Terminology

Law is known to exist only being articulated in a language and discourse, and the students’ ability to comprehend and use its meta-language is one of the main goals for English for Legal Purposes (ELP) teaching. The knowledge of terminology enables students to fit new information (linguistic, disciplinary, factual, cultural, etc.) into the framework of the legal system they are studying. The acquisition of terminology in a foreign language implies knowledge of both conceptual content and the means of its verbalization. This article argues for a cognitive approach to teaching Legal English, and frame modelling as an effective method of teaching and learning legal terminology. The heterogeneous structure of legal concepts (a permanent core and dynamic periphery) suggests the possibility of framing their verbal representations. From this perspective, legal terminology is viewed as a frame structure. Depending on the instructional objective, frame modelling may be circumscribed around a specific concept or frame level.

THE RELIABILITY OF AN INSTRUMENT TO MEASURE TEACHER KNOWLEDGE FROM THE PERSPECTIVE OF LEARNERS IN THE CONTEXT OF PIBID

This research sought to analyze the reliability of an instrument to measure teacher knowledge of a group of pre-service chemistry teachers participating in the Institutional Program for Scholarships for Beginner Teachers in Brazil (PIBID).. Thus, it was analyzed the evaluation of a group of students about the Pedagogical Content Knowledge (PCK) of five pre-service chemistry teachers from the program. Accordingly, an instrument containing 28 statements and an open question was applied to a group of 70 students from a public school to whom the pre-service teachers had applied their didactic proposals. The purpose of the instrument was to measure the perception of the students' about the components of the teacher knowledge (Subject Matter Knowledge - SMK, Instructional Representation and Strategies - IRS, Instructional Objective and Context - IOC and Knowledge of Students’ Understanding - KSU) of the pre-service teachers. The results of the analysis revealed that the instrument about teacher’s knowledge has a high reliability based on the alpha Cronbach values. The results of the alpha coefficient for the pre-service teachers were all above 0.9 suggesting that the instrument is reliable and has consistent measurements. Regarding to the exploratory analysis, the main scale in the PCK evaluation of the undergraduates was four which means that the students consider that the aspects related to the SMK, IRS, IOC and KSU are frequently present in the classes of the future teachers. Keywords: instrument reliability, PIBID, redox reactions, teaching knowledge, PCK.

Penerapan Metode Tutor Sebaya dalam Meningkatkan Hasil Belajar Kognitif Siswa Kelas XI SMA ABC Yogyakarta pada Topik Sistem Gerak [The Implementation of Peer Tutoring to Increase Cognitive Achievment about the Movement System for Grade XI Students at SMA ABC]

<p>Based on low student test scores in a grade XI science class at ABC Senior High School in Yogyakarta, the observer found that the students had difficulties understanding the Movement System. This happened because the learning process in the classroom focused on the teacher and was monotone in nature so the instructional objective was not reached as proven by the low test results. Based on this problem, the observer planned and designed a peer tutor learning process to increase the students' cognitive results. The observer used Classroom Action Research which went from October 20, 2015 to October 29, 2015. There were two cycles that involved 22 students. The instruments used were test sheets, student feedback sheets, observation sheets, mentor interviews with the observer, and the observer’s journal reflections. In the process of analyzing the instruments, the observer used simple mathematic calculations and qualitative analysis techniques. The research showed that the students’ cognitive level (knowledge) increased from 77.27% to 86.36% and the cognitive level (understanding) increased from 63.64% to 90.9% which suggests that cognitive learning can be increased through the implementation of peer tutoring learning method. </p><p class="Default"><em><em>BAHASA INDONESIA ABSTRAK:</em> Dari hasil tes siswa XI MIPA di SMA ABC Yogyakarta, peneliti menemukan siswa kesulitan dalam mengerjakan tes yang diberikan sehingga berdampak pada rendahnya hasil belajar kognitif siswa. Hal ini dikarenakan kegiatan pembelajaran di dalam kelas yang berpusat pada guru dan berjalan monoton sehingga tujuan instruksional tidak tercapai yang dibuktikan dengan hasil tes yang rendah. Berdasarkan permasalahan ini, peneliti merencanakan dan merancang metode tutor sebaya dalam pembelajaran. Hal ini ditujukan untuk melihat peningkatan hasil belajar kognitif siswa. Peneliti menggunakan metode Penelitian Tindakan Kelas yang dilakukan sejak 15 Oktober 2015 hingga 29 Oktober 2015. Penelitian yang dilaksanakan berlangsung sebanyak dua siklus dengan melibatkan 22 siswa. Instrumen yang digunakan dalam penelitian ini adalah lembar tes, lembar kusioner siswa, lembar observasi dan wawancara mentor dan rekan sejawat serta jurnal refleksi peneliti. Dalam menganalisis instrumen tersebut, peneliti menggunakan penghitungan matematika sederhana dan analisis secara kualitatif deskriptif. Dari hasil penelitian, diperoleh peningkatan kognitif pada level mengetahui dari 77,27% menjadi 86,36% dan peningkatan kognitif dari 63,64% menjadi 90,9% pada level memahami dalam materi Sistem Gerak sehingga dapat disimpulkan bahwa hasil belajar kognitif dapat ditingkatkan melalui penerapan metode pembelajaran tutor sebaya.</em></p><p><em> </em></p>

MODEL BERMAIN SULAP DALAM PEMBELAJARAN MENULIS BERITA KELAS VIII SMP

The objective of this paper is to describe how teaching to write news using creative and innovative techniques. The model is BERMAIN SULAP an acronym of Cover the News, Use recording tools, Recall evidences in the sites, Organize, and Report. The product being described in this paper is an instructional model explaining how writing news is developed for teaching for the grade VIII SMP students and steps to teach news using Bermain Sulat techniques. This model is designed based upon instructional objective in the School Based Curriculum 2006 (KTSP) incurring benefuts and weaknesses of the model.

INTERNALISASI NILAI-NILAI PAI DI SEKOLAH

INTERNALISASI NILAI-NILAI PAI DI SEKOLAHOleh :Faridi *)ABSTRACTThe instructional objective and material of Islamic Education (PAI) at school were designed in anideal form. However, most studies revealed that students learning Islamic Education (PAI) for morethan 12 years from elementary school to university were failed in accomplishing the objective. Itwas shown by their inability in reading, writing, interpreting, and comprehending Al Qur’an.Moreover, the obvious implementation of the Islamic Education (PAI), the five-time prayers, on thereal life was still far from the expectation. Many students did not perform their prayers regularly.The Islamic Education (PAI) teaching and learning process merely focusing on the cognitive areacreated the gap between theoretical framework and the practical application. Thus, the instructionalobjective, material, and method for Islamic Education (PAI) required significant improvement tointernalize the values of the subject in students’ life.Keywords: Internalization, Islamic EducationValues, School

Design of an Online Continuing Education Module

This chapter details the design of an online continuing education module (Quarterly Education Module, QEM) intended to educate more than one thousand clinicians in a large western U.S. healthcare system about Herbal and Dietary Supplement (HDS)-drug interactions and induce them to bridge the patient-physician communication gap. Despite the importance and relevance of the QEM and its successful pilot, this fully-developed QEM has a delayed launch due to the departure of its administrative champion. The core instructional objective was a behavior change: Clinicians must ask patients about HDS use when taking a medical history and document this use in the medical record. HDS use is prevalent among Americans and sales are increasing. When taken in conjunction with prescription medications, HDS-drug interactions are common and may result in unexpected and serious patient harm. Patient's failure to report HDS use to their medical provider, and a provider's failure to ask specifically about HDS use, further complicate the picture.