EFFECT OF RESPONSE FOR STRATEGIES JOURNAL REFLECTION OF STUDENTS ON COURSE CURRICULUM DEVELOPMENT


ICETA 8 || 8th International Conference on Educational Technology of Adi Buana Surabaya
29 Oktober 2016 || ISBN: 978-979-8559-98-3
Penerbit : University of PGRI Adi Buana Surabaya

Penulis 1: Wahyu Susiloningsih
Penulis 2: Achmad Fanani

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Abstract

Journal reflection not just a description of the message at the end of the lesson, but should contain the important things is the evaluation of the usefulness of the search for weaknesses and strengths of a learning process, analysis of the causes of the weaknesses discovered and plan ahead for perbaian further learning. Learning strategies are ways to be selected and used by a teacher to deliver lessons. Reflection journal is a place to write a reflection of all learning activities undertaken, to improve subsequent learning activities. The response is a psychological term used to label a reaction to stimuli received by the senses. Things underlying support and the size of a response is the attitude, perception, and participation.

This study is quantitative descriptive research. Subjects in this study were students PGSD UNIPA class A, B, C, and D class of 2014. Data collection techniques used are questionnaire responses. The collected data were analyzed by quantitative descriptive. The results of the analysis are interpreted so as to produce a conclusion in accordance with the problems in this study.

The sample data presented in class A student questionnaire responses that states could not agree on the indicator 21, there were 19 students with a percentage of 45.3%. The statement agreed on 19 indicators there are 38 students with a percentage of 90.5%. The statement is less agreed on 25 indicators there are 5 students with a percentage of 11%. No one disagrees of all existing indicators. It can be concluded that there is a student response to the strategy journal ferleksi used.

From the results of research and discussion can be concluded that there is a response to the student journal reflections strategy for the future so that more faculty can prepare the lecture which could make the course more meaningful and enjoyable.

 

Keyword: Strategy, Journal Reflection, Response

 

INTRODUCTION

The learning process or learning is an activity to implement the curriculum in educational institutions so that students can achieve the goals that have been set. The purpose of education is basically leading the students toward behavioral changes both the intellectual, moral, social and cultural. Learning process itself emphasizes the interaction between learners, teachers, methods, curriculum, facilities, and environmental aspects related to achieving learning competencies. Competence will be achieved with the maximum when all components are met in accordance with their respective functions.

The problems that often arise in the course on curriculum development in primary schools are occurrence of failure, The students incomprehension in completing a given task. Academic problems as measured by the results of student lectures that include cognitive, affective, and students’ psychomotor. Students’ problems in understanding the course content of curriculum development in elementary school could hamper the achievement of competencies that must be filled by students.

Facts often pointed out, that the unfamiliarity of students in classes is not known by the lecturers, even the students themselves often do not realize what you have not or are not understood in following the lecture. If it is not pursued to seek alternative solutions, it is possible to lead to insignificant achievement of competence specified in a course.

Task of making reflection journal created by students  at each end of the lecture is one possible alternative which is able to overcome this problem, making it possible to create a student’s response to the reflection journal strategy applied.

Reflection journal is a place to write a reflection of all learning activities undertaken, to improve subsequent learning activities. Reflection journal is not just a description of the message at the end of the lesson, but also things that is the evaluation of the usefulness by searching for weaknesses and strengths of a learning process, analysis of the causes of weaknesses found as well as future plans for further improvement of the learning process.

With so researchers could determine the extent of the student’s response to the reflection journal strategy. Be it a positive response or a negative response so that lecturers can improve the learning process for better results.

 

Learning strategies

Dick and Carey (Aqib, 2013: 69) explains that learning strategies consist of all the components of learning materials and procedures or stages of learning activities or used by the teacher in order to help learners achieve specific learning goals. According to them, learning strategy is not just limited to the procedure or the stages of learning only, but also including the setting, material or package of learning programs that will be delivered to the learners.

Learning strategy is a series of activities in the learning process associated with the management of student, teacher management, management of learning activities, management of the learning environment, the management of learning resources and assessment for learning will get more effectively and efficiently in accordance with the learning objectives set (Suyono et al, 2011 : 21).

Noting some of the above opinion, it can be concluded that learning strategies are ways to be selected and used by a teacher to deliver lessons.

Learning strategy is essentially related to planning or policy designed to manage learning in order to achieve the desired learning objectives. Besides, learning strategy is closely related to learning techniques. Learning techniques is the implementation of a learning method which significantly takes place in the classroom, where learning takes place.

 

Approaches, Strategies, Methods, Techniques And Learning Model

In learning process is known some of the terms that have similar meanings, so often people feel confused to differentiate. These terms are: (1) Learning Approach, (2) Learning Strategy, (3) learning method, (4) Learning Technique, (5) Learning Tactics, (6) Learning Model.

Learning Approach can be defined as a point of departure or our view of the process that are still very common, in which facilitate, inspire, strengthen, and underlie learning methods with particular theoretical coverage (Komalasari, 2010: 54)

While the learning approach is a set of assumptions that are interconnected and linked to the nature of learning. An axiomatic approach and describe the properties and characteristics of the subject being taught (Suyono et al, 2011: 18).

When a person would do something, then he should set a goal to be achieved. To achieve the goals that one chooses the right approach in order to obtain optimal results, successful, effective and appropriate.

From the learning approach set out further lowered in learning strategies. Newman and Logan (Komalasari, 2010: 54) suggests four elements of any effort strategy, namely:

  1. Identify and define the specification and qualification results (output) and the target (target) to be achieved, taking into account the aspirations and tastes of the people who need them.
  2. Consider and choose the main approach road (basic way) most effectively to achieve the target.
  3. Consider and define the steps (step) would be taken from the starting point to the target.
  4. Consider and establish benchmarks (criteria) and benchmark size (standard) to measure and assess the level of success (achievement) effort.

If we apply in the context of learning, the four elements are:

  1. Establish specifications and qualification of learning objectives that change behavior and personal profile of learners
  2. Consider and choose the learning approach system deemed the most effective.
  3. Consider and define the steps or procedures, methods and the learning technique.
  4. Establish norms and the minimum limit measures of success or success criteria and standards.

Generally,  method is interpreted as a way of doing things. In particular, learning method can be interpreted as a way of learning or a distinctive pattern in the use of various basic principles of education. In addition, the method is also a variety of techniques and other related resources to enable the learning process on self-learners.

Thus, learning techniques can be defined as a way a person in implementing a specific method (Komalasari, 2010: 56)

Learning technique is a way, device or media used by teachers to direct the activities of learners towards the objectives, Gerlach and Ely (Aqib, 2011: 70)

 

Reflection journal

Based on Ministerial Regulation of National Education No 16 of 2007 on the competence of teachers mentioned teachers always have to take a reflective action to improve the learning quality (pedagogic). In this case the teachers are required to reflect on the learning that has been implemented in the classroom, and utilize the results of these reflections to the improvement and development of learning in the subjects of teaching. If the reflection is done continuously, it can help improve the professionalism of teachers. Reflection done, of course, is related to the duties of a teacher, for example, do refection after completion of implementing the learning process in the classroom. Teachers reflect on teaching methods or models that have been used, it can also reflect the teaching materials delivered, may also reflect the students’ responses. Reflection can also be done at the time of learning activities, at the end of lesson, or at the closing time. Students are required to provide comments and feedback (reflection) of the learning outcomes that had just been executed. The students’ comments can be made orally or in writing. In order to become a reflective teacher and can develop these competencies, as mentioned above, it is recommended to every teacher provides learning reflection journal book. Through this reflection journal a teacher writes a learning process that has been carried out, write down strengths and weaknesses, evaluate the learning process, formulate corrective measures, and the planned implementation of improvements.

Reflection is a way of thinking about what is newly learned or thought to the back of anything we have done in the past. Students put forward what he had learned as a new knowledge structure, which is an enrichment or revision of previous knowledge. Reflection is a response to events, activities, or new knowledge received (Trianto, 2008: 35).

From the above opinion can be drawn outline terms of learning Reflection Journal is a living document and can continue to grow which is always written by the students to record student progress against what he has done every completed lesson. Learning reflection journal is not book an agenda book, which only records events and learning activities from time to time, but the students record the reflections and thoughts of teachers. What written in the reflection journal is usually focused on feedback / assessment of what a student has learned.

 

Benefits of Reflection Journal

According to Hiemstra (2001) there are some benefits that can be obtained in writing a reflective journal. One of them is reflective journal as an investment in self-development through sensitivity to patterns of thought and feeling.

If teachers consistently perform journal reflection on the students, the benefits to be gained from this activity are: First, the journal can be as a control tool implementation performance; second, as a self-assessment; Third, as the glass self; and fourth, as a companion document. There is an old saying which reveal that “you do not know until you write it.” By telling yourself what you have learned, we can track the progress of learning that we have to perform. We also began to notice the gap between the knowledge and skills available to us. The fact that record whatever we learn is an incentive to learn more.

By evaluating and analyzing the reflection journal of teaching, a teacher can obtain an overview of strengths and weaknesses in teaching. Strength is something that must be maintained and if it can be shared with colleagues so that the teacher can be an example of good practice for co-teachers in performing the task. Drawbacks are the things that need to be improved so that needs to be analyzed to find the root of the problem. Not only useful for teachers, a case analysis results can also be used by schools as a basis to develop programs to increase the competence of teachers and schools.

 

Response

The response comes from a word‘response’, which means the reply or response (reaction). The response is a psychological term used to label a reaction to stimuli received by the senses. Things underlying support and the size of a response is the attitude, perception, and participation. Response to the process preceded a person’s attitude because attitude is a tendency or willingness of a person to behave when faced with certain stimuli. So, talking about the response or no response in spite of the discussion attitude. The response is also interpreted as a behavior or attitude that is tangible well before detailed understanding, research, influence or denial, likes or dislikes as well as the utilization of a particular phenomenon (Sobur, 2003).

In general it can be said that there are three factors that influence a person’s response, namely:

  1. The person who see and try to give the interpretation of what he see that, he was influenced by attitudes, motives, interests, and expectations.
  2. Targetresponses in the form ofpeople, objects, or  The properties target that usually influence to peopleresponse who see it. In other words, movement, sound, size,actions, and other features of target responses take part indetermining the way people view.
  3. Situation factor,the response could visits in contextual meaning in situation what responses that bul team get  Situation constitute factors that helped role in formation orresponse someone (Mulyani, 2007).

Thus the lecturers know the response of students to the  reflection journal strategy used to analyze the interest and the interest of student learning in the learning process of curriculum development courses.

 

Method

Types of research

The type of research used is a descriptive quantitative research. Data from the quantitative research will be described in the form of words and to be presented in accordance with the data collected and analyzed inductively.

The technique of collecting data is a student questionnaire responses used as reference to identify measures that have been implemented in addressing the problems that arise in the lecture.

The data obtained will be processed and analyzed quantitative descriptive manner:

  1. Determine the percentage and describe the student questionnaire answers based on the response. By using the formula:

 

P = n x 100%

N

Information :

P = Percentage

n = Frequency (many responses occurring)

N = Number of overall response

  1. Describing the results of the percentage

 

RESULTS AND DISCUSSION

In this study conducted in four classes in a single generation each class are given the same treatment and then given a questionnaire response at the end of the course to know the response of the students to strategies used reflection journal.

The following data were obtained:

 

Table 3.1

Table averages the questionnaire responses of students of class A, B, C, D

NO QUESTION SS S KS TS
I. Usefulness Strategy In Reflection Journal Recognizes Student Learning Problems
1. With the reflection journal strategy, students can determine the learning problem faced 18

42.8%

24

57.2%

2. With the reflection journal strategy, the students know the weaknesses of the understanding of matter 9

21.4%

32

76.2%

1

2.3%

3. With the reflection journal strategy, students can determine the causes of the emergence of the problem of learning difficulties 9

21.4%

32

76.2%

1

2.3%

4. With the reflection journal strategy, the students know the learning problems of various aspects (media, materials, situations) 8

19.1%

34

80.9%

II Usefulness Strategy in Solving Problems Reflection Journal of Student Learning
5. With the reflection journal strategy, students can determine the solution in correcting learning problems 8

19.1%

33

78.6%

1

2.3%

6. With the reflection journal strategy, students can overcome learning problems 6

14.3%

26

61.9%

10

23.9%

7. With the reflection journal strategy, students can anticipate problems learning 7

16.7%

32

76.2%

3

7.2%

III Fostering Motivation
8. With the reflection journal strategy, students motivated to learn because in every learning to know his weaknesses 6

14.3%

35

83.3%

1

2.3%

9. With the reflection journal strategy, students are motivated to learn because in every learning to know the strengths they understand 8

19.1%

32

76.2%

2

4.8%

10. With the reflection journal strategy, students are eager to learn because learning becomes meaningful and fun 8

19.1%

30

71.5%

4

9.6%

11. With the reflection journal strategy, students are motivated to excel 6

14.3%

34

81%

2

4.8%

IV Usefulness Reflection Journal Strategies For Improved Feedback In Learning Strategy
12. With the reflection journal strategy, students define vagueness lecturer in presenting the material 8

19.1%

30

71.5%

4

9.6%

13. With the reflection journal strategy, students determine discrepancies media in the learning process 7

16.7%

32

76.2%

3

7.15%

14. With the reflection journal strategy, students determine a discrepancy of teaching materials in the learning process 6

16.3%

32

76.2%

4

9.6%

15. With the reflection journal strategy, students determine discrepancies class situation in the learning process 9

21.5%

30

71.5%

3

7.1%

16. With the reflection journal strategy, students determine discrepancies learning methods in the learning process 6

16.3%

31

73.9%

5

12%

V Usefulness Strategies to Improve Understanding Reflection Journal Content
17. With the reflection journal strategy, professors change the learning methods that are less suitable 5

12%

34

81%

3

7.1%

18. With the reflection journal strategy, professors changing learning situations that were not appropriate 6

14.3%

36

85.8%

19. With the reflection journal strategy, professors change the learning teaching materials that were not appropriate 3

7.2%

38

90.5%

1

2.9%

20. With the reflection journal strategy, professors assign learning media as required 4

9.6%

35

83.3%

3

7.15%

VI Usefulness Reflection Journal Strategy in Solving Psychological Aspects Between Lecturers and Students
21. With the reflection journal strategy, allowing students to dare to argue and ask 19

45.3%

22

52.4%

2

4.8%

22. With the reflection journal strategy, quieter students comfortable in the following study because they were given the opportunity to reflect various shortcomings both students and lecturers 15

35.8%

26

62%

2

4.8%

23. With the reflection journal strategy, capable of creating closeness between students and lecturers so as to allow the creation of a more conducive learning 15

35.8%

27

64.3%

1

2.4%

24. With the reflection journal strategy, foster openness students and professors 16

38%

26

62%

25. With the strategy journal reflection, able to minimize all the problems caused by non-academic aspects (Psychological) 8

19.1%

32

76.2%

5

11.9%

 

In response to a questionnaire instrument there are 25 indicators that exist in five aspects, namely:

  1. Usefulness of Reflection Journal Strategy in Recognizing Student Learning Problems
  2. Usefulness of Reflection Journal Strategy in Solving Problems Reflection Journal of Student Learning
  3. Fostering Learning Motivation
  4. Usefulness of Reflection Journal Strategy in Solving Psychological Aspects Between Lecturers and Students
  5. Usefulness of Reflection Journal Strategy to Improve Understanding Reflection Journal Content

Which then on the instrument classified in a statement strongly agree, agree, less agreed, and disagree.

From the results of the average student questionnaire responses above show of all aspects of the statement strongly agree there is ≤ 30%. In the agreed statement ≤ 50%. In a statement less agreed ≤ 10%. And the statement disagree = 0%.

In other words that the largest percentage of the overall aspects is the statement agree. It can be concluded that there is a student’s  response to the reflection journal strategy stating ≤ 50% agree on all aspects.

 

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