No abstract

This study aims (1) to analyze the use of various disruptive community learning resources during the Covid-19 period in terms of characteristics, levels, and types of learning resources used by lecturers in lectures, and (2) to find out the differences in the use of various disruptive community learning resources during the Covid-19 period between fields of science at Universitas Negeri Malang. The research approach used quantitative with an ex post facto design. The respondents of this research were 393 students of Universitas Negeri Malang from eight faculties. The data was collected through a closed questionnaire distributed through the Google Form application technology. Data analysis was performed by using percentage description statistics and different tests of the use of learning resources between the sciences, social humanities, and engineering. The results of the analysis show that (1) the characteristics, levels, and types of disruptive community learning resources in the Covid-19 era used by lecturers in lectures vary widely, (2) there are significant differences in the use of various disruptive community learning resources during the Covid-19 period between science and social humanities students, and engineering.

The purpose og this research is: (1) planning the performance assessment; (2) the implementation of performance assessment; and (3) report on the performance evaluation results of learning in the fifth class of Public Elementary School Blimbing 3 Malang (Sekolah Dasar Negeri Blimbing 3 Malang). This research used a descriptive qualitative approach in case study. The data is collected through observation, interviews, and documentation. The results showed that: (1) the preparation of integrated performance assessment plan in the course plan (RPP) in even semester consisting of Theme 5 to Theme 9 cannot be found because teachers do not prepare lesson plans; (2) the implementation of performance assessment is not done thoroughly by teachers, as they have difficulty in time management and teachers focused on a material with a performance assessment; (3) the implementation of performance assessment conducted by teachers in even semester consisting of Theme 5 to Theme 9 are not yet fully accordance with the measures of performance appraisal. This is proven by the performance assessment of the teachers which do not deliver the performance assessment rubric to students, the time management is not well-organized, and how teacher just memorize in assessing the learners, making the result less maximum; and (4) the report of performance assessment conducted by the teacher is already good, proven by how meaningful the report card reporting performance appraisal in the form of numbers, title, and description. However, teachers have a hard time in processing the outcome score of learners.

The problem faced by early childhood educators is that they are less able to organize parenting education activities because of the lack of guidance from related parties. The purpose of this coaching is to facilitate early childhood educators by taking the subject, namely teachers at RA Muslimat in organizing parenting education programs. The method used in this activity is the identification and socialization of activities, discussions, practices, as well as evaluation and reflection with a share and care approach. The results of the activity provided changes to RA Muslimat teachers in the form of being able to design parenting education programs according to the needs of parents/guardians and being committed to implementing parenting education programs at the institution periodically. Such coaching activities can be carried out periodically to maintain and provide information related to early childhood care involving parents or guardians.Permasalahan yang dihadapi guru pendidik anak usia dini adalah kurang mampu dalam hal menyelenggarakan kegiatan parenting education karena kurang adanya pembinaan dari pihak yang terkait. Tujuan pembinaan ini ialah memfasilitasi guru pendidik anak usia dini dengan mengambil subyek yaitu guru di RA Muslimat dalam menyelenggarakan program parenting education. Metode yang digunakan dalam kegiatan ini adalah identifikasi dan sosialisasi kegiatan, diskusi, praktek, serta evaluasi dan refleksi dengan pendekatan share and care. Hasil pelaksanaan kegiatan memberikan perubahan pada guru RA Muslimat dalam bentuk mampu merancang program parenting education sesuai kebutuhan wali murid/orangtua dan berkomitmen untuk melaksanakan program parenting education di lembaga secara periodik. Kegiatan pembinaan semacam ini dapat dilaksanakan secara periodik untuk menjaga dan memberikan informasi terkait dengan pengasuhan anak usia dini yang melibatkan orangtua atau wali murid.

Islamic boarding school is an education institute that has a pretty long history in Indonesia. Islamic boarding school is the center of education or learning and a part of Indonesian struggles to reach independence. The learning concept that applied in Islamic boarding schools included the informal education field. However, as time develops, the learning patterns that have been applied in Islamic boarding schools are included in non-formal education, even formal education. The characteristics of parenting patterns applied in Islamic boarding schools by the priests that happened naturally and hereditary in boarding school environment become a learning pattern called indigenous learning. The research method used a qualitative research approach. The data was collected through depth interviews, observation, and documentation study. The data was recorded in an interview transcript and field note, then reducted and analyzed using the triangulation technique. This research aims to describe the shape of indigenous learning patterns applied in an Islamic boarding school parenting pattern.