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PEMBANGUNAN MODUL 5E DALAM MENINGKATKAN KEMAHIRAN


PEMIKIRAN SEJARAH

Sarmila Tamoh Deram & Abdul Razaq Ahmad


Fakulti Pendidikan, Universiti Kebangsaan Malaysia

Abstrak
Kertas kerja ini membincangkan tentang pembangunan modul menggunakan Model 5E dalam
meningkatkan kemahiran pemikiran sejarah. Model 5E juga dikenali sebagai Learning Cycle 5E
merupakan satu model yang dibina menggunakan teori pembelajaran konstruktivisme melalui pendekatan
inkuiri. 5E membawa maksud lima fasa iaitu engagement(melibatkan diri), exploration(eksplorasi),
explanation(penerangan), elaboration(penjelasan) dan evaluation(penilaian) yang dijalankan mengikut
urutan untuk mewujudkan satu sesi pengajaran dan pembelajaran yang efektif di dalam kelas. Kemahiran
pemikiran sejarah(KPS) pula merupakan salah satu struktur disiplin bagi mata pelajaran Sejarah yang
merangkumi lima kemahiran iaitu kronologi, meneroka bukti, membuat interpretasi, membuat imaginasi
dan membuat rasionalisasi. Pembangunan modul yang digabung jalinkan dengan Model 5E untuk
meningkatkan kemahiran pemikiran sejarah merupakan satu inovasi dalam pedagogi Pendidikan Sejarah.
Kertas ini turut membincangkan tentang pelaksanaan mata pelajaran Sejarah melalui pembangunan modul
menggunakan Model 5E. Di samping itu, kekuatan dan kepentingan penggunaan Model 5E dalam
meningkatkan kemahiran pemikiran sejarah dalam kalangan murid turut dibincangkan. Kertas ini turut
mencadangkan supaya inovasi ini dapat dilaksanakan dalam bentuk kajian penyelidikan eksperimen untuk
melihat keberkesanannya dalam meningkatkan KPS melalui mata pelajaran Sejarah.

kata kunci: Modul, Model 5E, kemahiran pemikiran sejarah, Sejarah, Inovasi pedagogi
2

PEMBANGUNAN MODUL 5E DALAM MENINGKATKAN KEMAHIRAN


PEMIKIRAN SEJARAH

Sarmila Tamoh Deram & Abdul Razaq Ahmad


Fakulti Pendidikan, Universiti Kebangsaan Malaysia

Abstrak
Kertas kerja ini membincangkan tentang pembangunan modul menggunakan Model 5E dalam
meningkatkan kemahiran pemikiran sejarah. Model 5E juga dikenali sebagai Learning Cycle 5E
merupakan satu model yang dibina menggunakan teori pembelajaran konstruktivisme melalui pendekatan
inkuiri. 5E membawa maksud lima fasa iaitu engagement(melibatkan diri), exploration(eksplorasi),
explanation(penerangan), elaboration(penjelasan) dan evaluation(penilaian) yang dijalankan mengikut
urutan untuk mewujudkan satu sesi pengajaran dan pembelajaran yang efektif di dalam kelas. Kemahiran
pemikiran sejarah(KPS) pula merupakan salah satu struktur disiplin bagi mata pelajaran Sejarah yang
merangkumi lima kemahiran iaitu kronologi, meneroka bukti, membuat interpretasi, membuat imaginasi
dan membuat rasionalisasi. Pembangunan modul yang digabung jalinkan dengan Model 5E untuk
meningkatkan kemahiran pemikiran sejarah merupakan satu inovasi dalam pedagogi Pendidikan Sejarah.
Kertas ini turut membincangkan tentang pelaksanaan mata pelajaran Sejarah melalui pembangunan modul
menggunakan Model 5E. Di samping itu, kekuatan dan kepentingan penggunaan Model 5E dalam
meningkatkan kemahiran pemikiran sejarah dalam kalangan murid turut dibincangkan. Kertas ini turut
mencadangkan supaya inovasi ini dapat dilaksanakan dalam bentuk kajian penyelidikan eksperimen untuk
melihat keberkesanannya dalam meningkatkan KPS melalui mata pelajaran Sejarah.

kata kunci: Modul, Model 5E, kemahiran pemikiran sejarah, Sejarah, Inovasi pedagogi
3

THE IMPLEMENTATION OF CHARACTER EDUCATION THROUGH SCOUT


ACTIVITIES AS AN INTERACTIVE LEARNING EXTRACURRICULAR AT SDN
MADYOPURO IV MALANG: A CASE STUDY

Ahmad Fauzi Rizal


ahmadfauzisama@upi.edu

Sekolah Pasca Sarjana Universitas Pendidikan Indonesia

ABSTRACT
Building students’ character structurally can be done well; in stages, values can be taught in variety
of ways. One way to reach the goal is trough adding the values in the school curriculum. School
can teaches the values implicitly in teaching and learning process or integrate it with the school
extracurricular program. For example, it can be applied in the scout extracurricular activities. This
study aims to describe: (1) the implementation of character education on scout extracurricular
activities at SDN Madyopuro IV at sub-district Kedungkandang of Malang city; (2) the characters
that appeared from scout extracurricular activities at SDN Madyopuro IV at sub-district
Kedungkandang of Malang city. The design of this study is qualitative descriptive in form of study
case. The instruments used were observation, interview, and documentation. The findings were
validated by using ongoing observation, triangulation of reference and technique, adequacy of
reference materials, and member check/respondent validation. The findings show that the students’
character building through the scout extracurricular activities was done well. The implementation
of character education on scout extracurricular activities at SDN Madyopuro IV could be seen
from three aspects: (1) the planning and strategy used; (2) the SDN Madyopuro IV scout support
service has; (3) the in-class and outclass activities. From the findings, it can be concluded that the
students’ character building at SDN Madyopuro IV was done in variety of ways, i.e. focusing on
good model, creating environmental condition, real experience, building the students’ habit, and
giving task to the students. Moreover, the characters that appeared from scout extracurricular
program, i.e. religious, tolerance, discipline, hard-working, creative, independent, democratic,
appreciative, friendly, peace-loving, aware of environment, sociable, and responsible.

Keywords: character building, scout extracurricular activities, SDN Madyopuro IV


4

IMPACT ON LEARNING CENTER LEARNING AND PLAY


IN EARLY CHILDHOOD EDUCATION

Deri Hendriawan

ABSTRACT
This study aims to explore the impact of learning center on early childhood learning. The focus of
the analysis consists of how the learning conditions of the center in early childhood education
today; and identify how the impact of learning center on learning and play in early childhood
education. This research uses quantitative and qualitative approach.Methods of data collection is
done by survey through interview. Research participants were early childhood education teachers
from 86 early childhood education institutions. This study examines teachers' opinions on learning
center and learning center. In this study also identified 86 teachers' answers based on educational
background and teaching experience. Opinions about favorite centers for children also become one
of the questions in the interview.In play and learning in early childhood is the recommended to
apply the learning centers because there are seven centers of mutually influencing the development
of learning and playing. That readiness centers, IMTAQ centers, centers play a minor role, centers
play a big role, centers of natural materials, a center beam and art centers. Everything has a purpose
and benefits of each of them, creating a learning setting to stimulate children to be active, creative,
and independent digging his own experiences.

Keywords: Centers, Playing, Learning, Early Childhood, Creative, Experiences.


5

APLIKASI ICT DALAM KALANGAN GURU MATEMATIK


PENDIDIKAN SEKOLAH RENDAH ABAD 21

Sumaiyah Mohd Zaid & Mohd Jasmy Abd Rahman


Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Malaysia

Abstrak
Kajian ini bertujuan untuk mengenal pasti aplikasi ICT dalam kalangan guru matematik di peringkat
sekolah rendah pada pembelajaran abad ke 21. Metodologi kajian yang digunakan adalah deskriptif bersifat
kuantitatif yang melibatkan inferens dan korelasi. Kaedah tinjauan digunakan dengan berorientasikan
pendekatan kajian rintis. Soal selidik telah dijalankan di 5 buah sekolah rendah di daerah Johor Bahru,
Malaysia. Sampel kajian terdiri daripada 30 orang guru yang mengajar subjek matematik. Hasil kajian
mendapati keseluruhan min dan peratus menunjukkan penggunaan ICT dalamkalangan guru
matematikadalah di tahapsederhana. Secarakeseluruhannya, penggunaan ICT guru matematik perlu
dipertingkatkan seiring dengan amalan pengajaran dan pembelajaran di abad ke 21 yang menekankan aspek
teknologi digital berkonsepkan 4IR (4th Industrial Revolution)
Kata Kunci : aplikasi ict, pengetahuan, kemahiran, amalan, abad 21
6

THE PROFILE OF SCIENCE PROCESS SKILL (SPS) STUDENT AT


SENOIR HIGH SCHOOL IN PESAWARAN REGENCY LAMPUNG
Ummi Nur Afinni Dwi Jayanti & Herawati Susilo
ummiafinni2310@gmail.com, herawati.susilo.fmipa@um.ac.id

Universitas Negeri Malang

ABSTRACT
Science process skill is a precursor of creativity, critical thinking and problem solving skills
that are needed in the 21st century. Science, especially biology, contributes in developing
this skill. The study investigated high school students’ science process skills in Pesawaran
regency, Lampung. This research was conducted at three Senior High Schools in Pesawaran
in August 2017 using 251 samples: 85, 78, and 88 in grade 10, 11 and 12 respectively. A
20-item test of science process skills developed by Erminingsih (2012) was administered.
This research was a survey and used a qualitative descriptive analysis. The result showed
that the average science process skills for grade 10, 11 and 12 were 63,57%, 64,44%, and
67,91% respectively and categorized as good enough. The further analysis related to the
science process skills indicators showed that students’ skill to measure, state the problem,
make hypotheses, design the experiment, and communicate the experiment results were
categorized poorly. The conclusion is the teaching of science in high schools in Pesawaran
are good enough to develop students’ science process skills. However, there is still a need
to put more attention to optimize some of poorly categorized science process skills
indicators.

Keywords: Profile, Science Process Skills, Senior High School


7

THE MODELS OF STUDENT SEATING POSITION (CHAIR-TABLE POSITION) AS


AN INTERACTIVE LEARNING APPROACH IN 21ST CENTURY: A LITERATURE
REVIEW

Hidayatul Mabrur
hidayatulmabrur@gmail.com

Magister Student of Postgraduate School Universitas Pendidikan Indonesia

ABSTRAK
This paper aims to describe some models of student seating position (chair-table position) in
formal schools as an approach in presenting 21st century interactive learning. According to some
experts in teaching strategies, student seating position plays an important role in learning procces.
However, almost all schools particularly in Indonesia have no serious attention to this issue. The
traditional arrangement (front – behind row position) is the common position to use, however this
model considered as conservative and has been a bequest since the Dutch colonial era in Indonesia.
According to recent surveys, there are some factors that why the model of student seating position
are constantly: (1) the lack of initiation and information of teachers to innovate clasroom design,
especially in arrangement of student seating positions (2) limitations of classroom size (3) the
number of students are too many (4) chair-table design are not fortable enough to move. In this
paper, the authors focused more on explaining several models of student seating position as an
alternative solution for those problems, and also describing the implementation strategies in formal
school in order teacher easily present the effective approach in 21st century learning procces. The
paper is using a literature reviews method from several sources and compared to teacher
experiences by distributing surveys to 65 teachers to gain a accurate data and supporting the paper
argument.

Keywords : model, student, seating, position, interactive, learning, approach


8

IMPAK PENGALAMAN PERKHIDMATAN TERHADAP KOMPETENSI KEPIMPINAN


TEKNOLOGI DALAM KALANGAN PELAPIS PEMIMPIN PENDIDIKAN

Azhan bin Ahmad, Mohd Jasmy Abd Rahman & Md Yusoff bin Daud
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Abstrak
Kompetensi kepimpinan teknologi dalam kalangan pelapis pemimpin pendidikan di
sekolah mempengaruhi prestasi dan pencapaian murid. Tujuan kajian ini dijalankan adalah
untuk mengenalpasti kompetensi kepimpinan teknologi serta pengaruh pengalaman
pentadbiran dalam kalangan pelapis pemimpin pendidikan di sekolah-sekolah zon selatan
dan tengah di bawah Kementerian Pendidikan Malaysia (KPM). Rekabentuk kajian ini
menggunakan kerangka konseptual model kepimpinan teknologi oleh Flanagen dan
Jacobsen (2003) serta digabungkan dengan tiga teori kepimpinan
teknologi oleh Anderson dan Dexter (2005). Di samping menggunakan piawai
antarabangsa yang dikeluarkan oleh National Educational Technology Standard for
Administrators (NETS-A) (International Society For Technology in Education, 2009).
Analisis diskriptif digunakan untuk melihat tahap kompetensi kepimpinan teknologi
dalam kalangan pelapis pemimpin pendidikan dan Analisa inferensi dijalankan untuk
mengenalpasti pengaruh pengalaman pentadbiran terhadap tahap kompetensi tersebut.
Dapatan kajian ini telah membuktikan bahawa kompetensi kepimpinan teknologi mereka
berada pada tahap baik dan secara umumnya pengalaman perkhidmatan memberi kesan
langsung terhadap tahap kompetensi tersebut.

Kata kunci: Pelapis Pemimpin Pendidikan, Kemahiran Teknologi Maklumat,


Kompetensi Kepimpinan Teknologi
9

COMPREHENSIVE GUIDANCE AND COUNSELING SERVICES


FOR THE 21ST CENTURY INCLUSION EDUCATION

Neng Kurniati & Rozi Riza Julianti


nenengkurniati2016@gmail.com, juliaantirozi@student.upi.edu

Master Student Guidance and Counseling, UPI Bandung

ABSTRACT
ImplicationsModelguidance and counseling services for the 21st century inclusive education is to
develop the confidence of participants learners disabilities through the development of potential
giftedness that dimiliki.Regulations government to accept students with special needs (Inclusion)
in public schools. However, the readiness of schools with faculty who have not been trained to
accept students with special needs. It becomes a problem. The purpose of this study were (1) makes
the concept of a comprehensive counseling to deal with pupils of inclusion, (2) create a step by
step implementation of a comprehensive service to a victory bk inklusi.Desain students use the
library reserch this study, or the study of literature to collect the relevant theories. The results
showed: (1) guidance konselimng comprehensively consisting of basic services, service
responsiveness, service individual planning, support services system (2) develop the teaching
program guidance comprehensively and implement guidance programs, the evaluation of the
implementation of the guidance and follow-up in a mentoring program for participants inclusion
of students who become liable. So we can conclude a comprehensive concept of counseling at the
right value used BK teachers to deal with pupils of inclusion at the level of senior high school..

Keywords: Inclusive education, counseling Comprehensive