AbstrakSertifikasi dosen adalah suatu sistem penghargaan berupa sertifikat pendidik kepada dosen yang didapatkan melalui serangkaian penilaian. Sertifikasi dosen adalah upaya pemerintah untuk meningkatkan profesionalisme dosen di bidang tri dharma perguruan tinggi. Bagi dosen yang telah lulus sertifikasi, diberikan tunjangan sertifikasi yang diharapkan meningkatkan kinerjanya di bidang pendidikan dan pengajaran, penelitian dan pengabdian pada masyarakat. Penelitian ini bertujuan untuk mengetahui pengaruh sertifikasi dosen terhadap kinerja pengajaran dosen Universitas Pendidikan Ganesha. Subjek penelitian ini adalah dosen Undiksha berjumlah 35 orang yang diambil dengan teknik simple random sampling dari 7 fakultas yang ada di Undiksha. Mereka merupakan para dosen yang telah tersertifikasi pada tahun 2012 dan memiliki jabatan fungsional maksimal Lektor. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode penelitian survey dimana pengambilan datanya menggunakan kuesioner. Analisis uji beda yang digunakan adalah uji statistik non parametrik dengan Wilcoxon Match Pairs test dan hasilnya menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara kinerja pengajar dosen Undiksha sebelum dan setelah sertifikasi dosen.Kata Kunci: Sertifikasi, Dosen, Kinerja, Pengajaran Abstract Lecturer's certification is a system of appreciation in the form of educator certificate for a lecturer which is gained through a series of evaluation. It is the government effort to raise the lecturer's professionalism in the three duties of higher education. Certification incentive is given for lecturers who have passed the certification, in order that they raise their performance in learning and teaching, research and social service. The purpose of this study was to determine whether there was an effect of lecturer's certification on the difference of lecturers' teaching performance. The subject was 35 lecturers who were chosen by using simple random sampling technique from 7 faculties in Undiksha. They have been certified since 2012 and are in the functional position maximumly lector. This research was quantitative research which used survey research method. The instrument used in this study was questionnaire. The analysis of different test used was non parametric statistics test with Wilcoxon Match Pair test which showed that there was no significant difference in the lecturers' teaching performance before and after lecturer's certification.
AbstrakPembelajaran drama di Jurusan Pendidikan Bahasa Inggris Universitas Pendidikan Bahasa Inggris selama ini menggunakan naskah-naskah karya penulis luar negeri. Hal ini menjadi beban bagi mahasiswa karena adanya kesenjangan antara latar budaya di dalam naskah dengan latar budaya mahasiswa. Kesenjangan budaya ini menyebabkan mahasiswa kesulitan memahami teks. Persoalan budaya adalah hal yang sangat penting dalam pembelajaran bahasa. Pembelajaran bahasa akan berhasil jika pembelajaran bersifat kontekstual, berkarakter dan bermakna. Penelitian ini bertujuan mengembangkan model pembelajaran drama berbasis karakter dan lokalitas. Metode yang digunakan adalah model pengembangan Dick, Carey and Carey (2001). Pengembangan ini melalui sembilan tahapan. Hasilnya adalah produk model pembelajaran drama berbasis karakter dan lokalitas. Bahan ajar yang dihasilkan adalah naskah drama berbasis karakter dan lokalitas. Model dan naskah ini kemudian diimplementasikan dan diujikan pada mahasiswa. Hasilnya adalah terdapat perbedaan signifikan antara prestasi mahasiswa yang diajar dengan model pembelajaran drama berbasis karakter dan lokalitas dengan prestasi mahasiswa yang tidak mendapat perlakuan. Kata kunci: drama, model, pembelajaran, karakter, lokalitas AbstractDrama learning process in English Education Department has been using the literature written by western authors. This has become the burden for students since there is a gap between the culture of the text and the student's culture. This becomes the biggest challenge for the students to understand the text. The culture background is a very important issue in learning a language. Language learning can be successful if there is a contextual, character-based and meaningful learning. This research is aimed at developing the character and local-based drama learning model. The method used was Dick, Carey and Carey (2001) development method. There are nine steps of the model development. The final products are the character and local-based drama learning model and character and local-based script. The model and the script were then implemented and tested. The result : "there was a significant difference between the students taught by character and local-based drama learning model and the students who were not."
Abstract. Mindful Learning has been widely used in education nowadays, due to its significant and valuable impacts towards learning. Mindful learning is an effective tool to enhance students' awareness of learning, students' engagement with the context of learning and students' flexibility towards new ideas in learning. The three main characteristics of mindful learning above raise students' motivation and ownership of learning. It is shaping the students new perspective and leading them to powerful impact of learning. This is a descriptive qualitative research on the use of mindful learning in Professional Development Course in English Education Department Ganesha University of Education. The subjects are 73 students of sixth semester in academic year 2016/2017. Mindful Learning is used as a powerful strategy to enhance the students' achievement in learning. It is implemented through 16 meetings consisted of lectures, discussions, presentations and final projects. They are assessed by reflective journal, presentation notes, and final projects. At the end, the result showed that the power of mindful learning gives significant effect towards learning achievement. It showed that not only the mindful learning is effective for the learning but also productive in improving the students' creativity and critical thinking.
AbstrakTujuan dari penelitian ini adalah peningkatan kemampuan berbicara siswa dalam Bahasa Inggris dengan penggunaan podcast dalam kegiatan belajar mengajar Bahasa Inggris.Penelitian ini dilaksanakan di SMA Negeri 1 Amlapura.Subjek dari penelitian ini adalah siswa kelas X MIA 1, dengan kemampuan siswa kelas X MIA 1 dalam berbicara dengan menggunakan Bahasa Inggris sebagai objek penelitian. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang dilakukan dalam dua siklus, masing-masing siklus meliputi langkah-langkah, perencanaan tindakan, pelaksanaan tindakan, observasi/evaluasi dan refleksi.Data yang diambil dalam penelitian ini adalah data kualitatif dan data kuantitatif.Data kualitatif diperoleh dari hasil kuisioner dan observasi.Sementara data kuntitatif didapat melalui hasil pre-test dan post-test yang diberikan kepada siswa. Hasil dari penelitian ini menunjukkan bahwa nilai rata-rata kemampuan berbicara siswa dengan menggunakan Bahasa inggris saat pre-test sebesar 60.43, pada post-test 1 sebesar 72.46, pada post-test 2 mencapai 79.78 dan jumlah siswa yang mencapai nilai ketuntasan dalam berbicara Bahasa Inggris naik menjadi 83.33%. Oleh karena itu, dapat dikatakan bahwa implementasi podcastsebagai media pembelajarandalam kegiatan belajar mengajar Bahasa Inggris dapat meningkatkan kemampuan berbicara siswa.Selain itu, berdasarkan hasil kuesioner dan observasi selama kegiatan belajar mengajar berlangsung, dapat disimpulkan bahwa media pembelajaran ini juga dapat meningkatkan motivasi siswa untuk belajar Bahasa Inggris. AbstractThe objective of this research was to improve students' English speaking competency by using podcast in teaching and learning. This research was conducted in SMA Negeri 1 Amlapura, as the subject of the research was the tenth grade students of SMA Negeri 1 Amlapura, i.e. X MIA 1 class. The object of research was English speaking competency of X MIA 1 students. The method used in this study was Classroom Action Research (CAR), conducted in two cycles. Each cycle consisted of the steps of planning, action, observation/evaluation and reflection. There were two kinds of data collected in this research namely qualitative and quantitative data. The qualitative data were obtained from the questionnaires and observation checklist. Meanwhile, the quantitative data were collected by conducting speaking pre-test and post-test. The result of study showed that the main score of the students' English speaking competency gained on the pre-test was 60.43, on the post-test 1 was 72.46 and on post-test 2 was 79.78 and 83.33% of students could pass the standard
ABSTRAKPenelitian ini bertujuan untuk, (1) menganalisa jenis-jenis komunikasi non-verbal yang digunakan oleh guru Bahasa Inggris ketika proses belajar dan mengajar, (2) mengungkapkan tentang jenis -jenis komunikasi non-verbal yang mempengaruhi motivasi siswa ketika proses pembelajaran di kelas berlangsung, (3) mengungkapkan tentang kontribusi komunikasi non-verbal dalam pembelajaran Bahasa Inggris. Penelitian ini merupakan penelitian deskritif kualitatif yang dilaksanakan di SMPN 3 Banjar. Data pada penelitian berikut dengan cara rekaman video, penyebaran kuisioner, dan interview. Terdapat dua guru Bahasa Inggris yang diikutsertakan dalam penelitian ini, dan 40 siswa kelas delapan dari kelas yang berbeda. Sebelum analisis data, hasil dari penelitian berikut dianalisa secara deskriptif dengan cara mencari fenomena komunikasi non-verbal guru yang terlihat pada rekaman video, menganalisis hasil interview dan mencari persentase dari hasil kuisioner. Hasil dari analisis data yaitu komunikasi nonverbal guru di SMPN 3 Banjar sudah memenuhi kriteria komunikasi non-verbal yang diusulkan oleh ahli. Terdapat beberapa jenis komunikasi non-verbal guru yang berpengaruh terhadap motivasi siswa yaitu ekspresi wajah, gestur, proxemic (kedekatan), haptic (sentuhan), kontak mata, dan paralanguage. Temuan yang terakhir yaitu, gestur dan paralanguage dianggap sebagai komunikasi non-verbal yang memberikan kontribusi terhadap pembelajaran Bahasa Inggris. ABSTRACT This study was aimed at (1) analyzing kinds of non-verbal communications used by English teachers during the teaching and learning process, (2) revealing what kinds of teachers' non-verbal communications affect students' motivation during the learning process in the classroom, (3) discussing the contribution of non-verbal communications in English education. This study was a descriptive quali-tative study conducted at SMPN 3 Banjar. The data were collected by video recording, questionnaire administration, and interviewing. There were 2 English teachers involved as the subject of this research, and 40 students of eighth grade in different classes were involved. The results of the study indicate teachers' non-verbal communication in SMPN 3 Banjar meets the seventh kinds of non-verbal communication proposed by Burgoon, Buller, and Woodall, (1994) as cited in Birjandi and Nushi (2014). It was also found that there are some kinds of non-verbal communication that affect students ' motivation, namely facial expression, body movement, gestures, proxemics (proximity), haptics (touch), eye contact, and paralanguage. Gestures and paralanguage are considered as non-verbal communication that gives contribution to English education.
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