Improved Learning Design for Pre-Service Teacher in a Character Education Course

Abstract

This study aimed to develop pre-service teachers' engagement in a character education course through new learning design of a RECE (Reflect, Engage, Collaborate and Elaborate) teaching model, in the Pancasila and Citizenship Education department of a university. RECE involve self-reflections and collaborative learning. The RECE active learning and teaching model was implemented to engage pre-service teachers in challenging classroom environments. The study was conducted with 65 pre-service teachers in their first year of study in a one semester character education course. Pre-service teachers in the study are prepared to become teachers of Pancasila and Citizenship lesson in high schools in Indonesia. The course aims to prepare pre-service teachers for future challenges they may have to deal with in relation to religion, nationalism, independence, working together, and integrity. This research used a qualitative method with the data collection of interviews, observations and document analysis. This research was divided into two phases: first, teaching model development and second, student engagement. The teaching model engaged pre-service teachers in current issues through collaboration and reflection. The results indicate that participants were motivated to engage in the course by reflecting on their learning, by using the higher-order thinking skills of critical and creative thinking, and by using collaboration and communication skills. The pre-service teachers were challenged to deliberate about critical issues and to solve problems that may impact positively on their role as future teachers.

Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

“…Related to teaching practice activity, every planned printed teaching and learning activity containing related materials is sought to consult the school subject teacher based on the subject's curriculum. Practically, every planned printed teaching and learning activity should be consulted and agreed upon by both school subject teachers and lecturers (Afalla & Fabelico, 2020;Sarkadi et al, 2020). The number of printed teaching and learning activities done by the pre-service teacher is based on the varied materials and meetings, at least done in ten meetings.…”

The Evaluation Model of Integrated Social Sciences Learning Program

“…(2) has a commitment and awareness of social and human values. (3) have the ability to communicate, cooperate, and compete in a pluralistic society at the local, national and global levels (Sarkadi, Casmana, & Rahmawati, 2020).…”

“…The learning quality components include: teacher quality, student motivation and attitudes, learning infrastructure and learning climate, while the output component includes academic skills, social skills and personal skills. This model was developed as a combination of the CIPP evaluation model (context, input, process, product) of Stufflebeam and Kirkpatrick (Sarkadi, Casmana, & Rahmawati, 2020). The results of the development of the recommended EKOP model can be used as an alternative for school leaders to evaluate social studies learning programs in junior high schools.…”

The Policy of Education Based on Character Values for the Best Quality of Education "An Analysis of the Zoning System Policy Imposed by Ministry of Education and Culture in Indonesia"

“…The results of other research conducted by Pradewi & Rukiyati (2019), showed that: (1) zoning facilitates access to education services, (2) zoning equalizes the quality of schools, (3) zoning decreases the quality of schools, (4) zoning does not fit at the level SMA (senior high school), (5) zoning system restricts students from choosing schools, (6) zoning policies must be accompanied by equal distribution of educational facilities and infrastructure, and (7) zoning destroys diversity (Pradewi, 2019;Sarkadi, Casmana, & Rahmawati, 2020). Then Marini & Utoyo (2019), the results of his research show that the zoning system policy has helped reduce the gap between the two schools studied, because students who are accepted come from different circles, different from before which was only filled with capable students in terms of its achievements and economy (Marini & Utoyo , 2019).…”