Implementation of the Introduction to the School Field at FKIP University of Lampung

Abstract

One of the abilities and qualifications of prospective teachers is the result of their participation in the School Field Introduction (PLP) program. PLP is expected to be one of the efforts to prepare competent and prospective teacher candidates in the world of work. Field experience in teacher education programs helps students grow and develop as teachers. Field experience, an important component of teacher preparation. PLP aims to strengthen students' academic abilities in education and learning through activities in schools. The method used is descriptive qualitative with interview instruments and drawing conclusions. Sources of data are student teacher candidates who do PLP in schools in Bandar Lampung. The subjects in the study were student teacher candidates who held PLP in schools in Bandar Lampung. The research subject selection technique used snowball sampling technique. The results of this study, the PLP activity planning indicators are carried out by procedurally making activity agendas in the form of circulars addressed to students, heads of study programs and heads of departments, collaborating with the Education Office, determining partner schools, placing placements, preparing orientation and debriefing materials. implementation indicators during the Coronavirus Disease (Covid-19) emergency period, teaching exercises and extracurricular assistance cannot be optimal because most of the implementation is online. And the indicators for the assessment of components and weights of the PLP assessment consist of: 10% attendance on campus and schools and 40% Oral Examination by PLP supervisors.

Design of Management Model for Facilitating Practice of Schooling Field Introduction

“…PLP management means the preparation of PLP activity planning indicators is carried out procedurally by making an activity agenda in the form of a circular letter addressed to students, heads of study programs, and heads of departments, collaborating with the Education Office, determining partner schools, placement placements, preparing orientation and debriefing materials (Efkar et al, 2021). Halimah's research has come down to the effort of finding a valid and effective model to introduce the field of transformative education (Halimah et al, n.d.)…”