VALIDITY OF PEER ASSESSMENT ON TEACHING ICT ONLINE

Oleh : Nunung Nurjati, S1 – Pendidikan Bahasa Inggris (redaksi@unipasby.ac.id)

 

In today’s globalization era, [CT (Information and Communication Technology) has been introduced to enhance teaching and learning in language classroom. Technology and the wider world web are challenged to boost student’s four skills of English as second language. In the implementation of ICT in language teaching, assessment is needed. The use of Peer Assessment (PA) to evaluate the online language teaching is now becoming familiar among online teachers/instructors. However, the validity of such kind of test is still questionable. This paper aims at reviewing peer assessment conducted by the students who take online lessons. The design of the study is qualitative-based because the researchers wanted to know how the validity of peer assessment on ICT learning online. Henning (1987) says that validity of assessment can be measured non-empirically in which the instrument used was the assessment rubric as a guide. The material in this rubric was divided into 3 parts namely: 1) assessment components that serve as a guide in the assessment of tasks (related to the material), 2) evaluation of online peer-assessment, 3) the feedback given by the assessors in the group have been evaluated before the rubric distributed manually or online, the researchers perform validation instrument. Validation instrument through two processes, namely: validation of media and content validation involving validators who were expert in media and ICT learning in particular, each expert consisted of two persons. In this study researchers ask their students who are programming ICT subject with the number of 168 students. From the rubrics assessed by the students and the validators; lecturers and the experts of multi-media, the result indicates that there is no significant different found from the pattern of the assessment by the students and the validators. It means that the peer assessment done by the students on ICT teaching online is valid.

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ENHANCING MIDWIFERY STUDENTS’ SPEAKING ABILITY THROUGH IMPROMPTU SPEECH

Oleh : Joesasono Oediarti S., S1 – Pendidikan Bahasa Inggris (redaksi@unipasby.ac.id)

This paper presents a technique for teaching midwifery students which is aimed to enhance their speaking ability through impromptu speech. The essence of the impromptu speech is the ability to speak confidently and clearly in front of a group of people or audience with very little preparation. Impromptu speech is a popular kind of speaking activity in which learners prepare a talk and speak on either a given topic or on the topic of their own choice. The aim of this technique is to introduce the concept of a short talk and give speaking practice not controlled for accuracy. But even with little to no preparation, the learners are still expected to deliver a great speech. Recently, learning content-are subjects through the medium of a foreign language has become increasingly popular in many countries. In some cases, a foreign language is used as the medium of instruction in non English language department. Furthermore the objective of English subject for midwifery is to make the students are able to communicate orally and written form in the international communication midwifery contexts.

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The Future of English Language Teaching for Primary Schools in Indonesia: Issues and Challenges

Oleh : Ferra Dian Andanty and Siyaswati, S1 – Pendidikan Bahasa Inggris

This paper highlights issues and challenges in teaching English in primary schools in Indonesia. It then moves on to addressing a more contextualized question pertaining to the phenomenon of National curriculum for primary schools and the quality of primary English teachers and also the ‘appropriate’ model of competence Indonesian teachers of English that should be adopted for future education. Above all, it is a challenge that can be met with adequate planning and preparation though it will be also costly in terms of human and resources.

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Pembelajaran Matematika Berbasis Pendidikan Karakter Untuk Sekolah Dasar

Oleh : Lydia Lia Prayitno, Rarasaning Satyaningsih,

S1 – Pendidikan Matematika

Pendidikan merupakan faktor utama dalam pembentukan karakter bangsa. Hal ini diperkuat oleh Presiden RI Pertama (dalam Soedarsono, 2009) yang menyatakan bahwa —Bangsa ini harus dibangun dengan mendahulukan pembangunan karakter (character building) karena character building inilah yang akan membuat Indonesia menjadi bangsa yang besar, maju dan Jaya serta bcrmartabat. Pembangunan karakter menjadi tugas utama dari pendidikan karena seorang siswa mempunyai karakter yang kuat sebagai model dalam membangun peradaban tinggi dan unggul. Pada dasarnya pembangunan karakter sudah ditanamkan oleh orang tua sejak anak dilahirkan tetapi karena pengaruh lingkungan terkadang karakter yang tertanam hilang begitu raja. Oleh karena itu, ketika anak memasuki usia sekolah pembangunan karakter bisa dimulai dari tingkat Taman Kanak-kanak dilanjutkan dengan Sekolah Dasar. Pembangunan karakter dapat dilakukan selama proses pembelajaran di sekolah, baik pembelajaran yang ada di kelas maupun di luar kelas. Pembangunan .karakter di dalam kelas dapat dilakukan selama proses pembelajaran berlangsung, salah satunya melalui pembelajaran matematika. Salah satu metode yang dapat digunakan dalam pembelajaran matematika khususnya pada materi bilangan bulat adalah metode bermain. Melalui metode bermain ini, permainan yang digunakan adalah permainan pelangi bilangan bulat. Nilai-nilai karakter yang tertanam melalui permainan pelangi bilangan bulat ada 13 nilai karakter dan sesuai dengan pilar dari pendidikan karakter. 13 nilai karakter yang bisa ditanamkan adalah (1) kooperatif, (2) tanggung jawab, (3) toleran,(4) komitmen, (5) tertib, (6) adil, (7) tertib,(8) tabu berterima kasih, (9) fair play, (10) pengendalian diri, (11) disiplin, (12) kejujuran, dan (13) ikhlas. Nilai karakter yang ditanamkan ini sesuai dengan karakteristik tumbuh kembang anak pada usia kelas IV Sekolah Dasar.

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VISUAL LANGUAGE AS COMMUNICATION MEDIA

Oleh : Ika Ismurdyahwati, S1 – Seni Rupa (redaksi@unipasby.ac.id)

Research on visual language it is indeed to is not yet effort more, because in developing countries belonging to Malaysia and Indonesia, constitute east nation still despite everything use west visual language inside our all communication media without think about information message, true or not. There is negative result is found in the future cause western visual language is not suitable with Asian culture, until in long time not have to worry in National endurance. The various researches visual language as relief candi/relief on temple walls, wayang beber, and wayang kulit in communication media as well as. Until can use for audio visual media: is not act like a teacher to film and television, communication art, no poor contents comfort and not education bore, as wayang is this all, interesting and communicative.

 

INTERPRETASI TERHADAP TEORI PERKEMBANGAN MENTAL PIAGET

Oleh : H. Ibut Priono Leksono, S2 – Pascasarjana (redaksi@unipasby.ac.id)

Dasar pemikiran dalam mengambil judul di atas adalah adanya beberapa salah penafsiran dalam memahami Teori Piaget. Kekeliruan tersebut antara lain terjadi pada proses pengajaran di Sekolah Menengah Atas bahkan di Perguruan Tinggi. Pada jenjang tersebut pengajar tidak banyak menggunakan metode induktif dalam menyajikan materi pengajaran atau perkuliahan. Hal ini terjadi karena dianggap peserta didik pada tingkat Sekolah Lanjutan atau di atasnya (usia di atas 12 tahun) tahap berpikirnya mencapai tahap operasi formal. Menurut Piaget pada tahap operasi formal seseorang mampu berpikir ilmiah dan melakukan penalaran matematika secara formal.
Di samping itu terdapat anggapan bahwa proses belajar semata-mata hanya menekankan pada aktivitas peserta didik. Dengan demikian terjadi suatu proses belajar mengajar dengan metode penemuan dimana seorang anak cenderung melakukan penemuan sendiri tanpa bantuan teman atau gurunya.

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