Real-Time Coaching and Pre-Service Teacher Education

Yelianti

2021

BIO

Good learning is innovative learning following the times. To support the vision and mission of the Jambi Smart University, changes will be made to the micro learning courses in the biology education study program. The change is learning innovation using the PjBL (Project Based Learning) learning model. With this PjBL model, learning tools, teaching materials, and evaluation instruments will be developed to increase student creativity in the Biology Education Study Program, FKIP Jambi University. The research method uses classroom action research (CAR) which is planned for 2 cycles. The stages include: planning, implementation and observation, and reflection. At the planning stage, a small discussion was held between the teaching team and agreed on the implementation of PJBL. At the implementation stage, students make a project in the form of a learning video containing teaching skills. At the observation stage: students are asked to present their project in front of the class virtually, then lecturers and colleagues observe and provide feedback. Finally, the reflection stage, input and comments from lecturers and colleagues are recorded and project improvements are made. In the first cycle, the results of the observation were 55% in the pretty good category. Then improvements were made from input and comments from lecturers and colleagues, so that in the second cycle there was an increase in student creativity at a score of 80% in the good category. Pembelajaran yang baik adalah pembelajaran yang inovatif mengikuti perkembangan zaman. Untuk mendukung visi dan misi Universitas Jambi smart maka mata kuliah pembelajaran mikro di prodi pendidikan biologi akan diadakan perubahan. Perubahan itu adalah inovasi pembelajaran menggunakan model pembelajaran PjBL (Project Based Learning). Dengan model PjBL ini akan dikembangkan perangkat pembelajaran, bahan ajar, dan instrument evaluasi untuk meningkatkan kreativitas mahasiswa di Prodi Pendidikan Biologi FKIP Universitas Jambi. Metode penelitian mengunakan penelitian tindakan kelas (PTK) yang direncanakan 2 siklus. Adapun tahapnnya meliputi: perencanaan, pelaksanaan dan observasi, dan refleksi. Pada tahap perencanaan dilakukan diskusi kecil antar tim pengajar dan disepakati penerapan PJBL. Pada tahap pelaksanaan mahasiswa membuat proyek berupa video pembelajaran yang berisi keterampilan mengajar. Pada tahap pengamatan: mahasiswa diminta untuk mempresentasikan proyeknya tersebut didepan kelas secara virtual, kemudian dosen dan teman sejawat mengamati dan memberikan umpan balik. Terakhir tahap refleksi masukan dan komentar dari dosen dan teman sejawat dicatat dan dilakukan perbaikan proyek. Pada siklus 1 diperoleh hasil pengamatan 55 % kategori cukup baik. Lalu diadakan perbaikan dari masukan dan komentar dari dosen dan teman sejawat maka pada siklus II mengalami kenaikan kreativitas mahasiswa pada skor 80 % dalam kategori baik.

Section: Pendahuluanunclassified

Inovasi Pembelajaran Mata Kuliah Pembelajaran Mikro Berbasis Model PjBL (Project Based Learning) Untuk Meningkatkan Kreativitas Mahasiswa

Yelianti

2021

BIO

“…Persentase keterampilan mengadakan variasi, meningkat 3,8% pada Siklus I dan 6,2% pada siklus II. Dengan penerapan bahan ajar keterampilan mengajar maka keterampilan bertanya, memberi penguatan, mengadakan variasi menjadi meningkat (Stahl et al, 2018).…”

Section: Metodeunclassified

Buku Ajar Berbantuan Model Pembelajaran Everyone is A Teacher Here: Upaya Meningkatkan Keterampilan Dasar Mengajar Calon Guru Biologi

Assim. Indo. J. Bio. Edu.

Hakim

2019

This research is a classroom action research, which aims to improve the teaching skills of students of biology education. The study consisted of two cycles each consisting of three meetings. To measure basic skills, an observation sheet was used which was used from a peer teaching assessment sheet developed by UPT PPL FKIP Jambi University. The results showed 65,2% of the basic facts included in the category enough. Percentage of teaching basic skills before the action of 65,2% included in the category enough. The percentage of basic learning scores increased in the first cycle to 70,6% included in the good category and in the second cycle increased to 77,1% included in the good category. Based on the research data it can be concluded that the learning textbook used by everyone's learning model is a teacher here who can improve the student basic teaching skills.

“…Pelatihan microteaching sangat penting bagi calon guru untuk melatih ketrampilan mengajar, melatih percaya diri, dan mengurangi kecemasan di kelas saat praktek (Rahayu & Mertha, 2017). Semakin lama calon guru berlatih dan menerapkan pengajaran akan semakin mahir dan akan menjadi ketrampilan reflektif (Stahl, Sharplin, & Kehrwald, 2018). Bahkan guru dapat dilatih untuk memodifikasi model pembelajaran, misalnya siswa yang biasa diberikan asimilasi di rumah sekarang dibalik asimilasi di kelas dan akomodasi dirumah (Yoshida, 2016…”

Section: Pembahasanunclassified

Analisis pelaksanaan Pengenalan Lapangan Persekolahan (PLP) FKIP Universitas Jambi bidang studi pendidikan biologi di SMA PGRI Jambi

Siburian

2019

BES

AbstrakBackground: Pengenalan Lapangan Persekolahan (PLP) FKIP Universitas Jambi masih tergolong baru dilaksanakan, maka dari itu perlu dilakukan penelitian untuk mengetahui proses pelaksanaan PLP dilapangan. Tujuan dari riset ini adalah untuk mengetahui proses pelaksanaan PLP Fakultas Kependidikan dan Ilmu Pendidikan (FKIP) Universitas Jambi di Sekolah Menengah Atas (SMA) PGRI Jambi. Metode: Deskriptif Kualitatif, desain penelitian pengumpulan data, reduksi, penarikan kesimpulan. Subyek penelitian adalah mahasiswa biologi yang melakukan PLP di SMA PGRI Jambi. Hasil: penelitian mengungkapkan bahwa pelaksanaan PLP di SMA PGRI Jambi cukup baik. Kesimpulan: Proses pelaksanaan PLP di SMA PGRI Jambi cukup baik namum belum maksimal. Sebagian kegiatan sudah sesuai panduan, namun sebagian kegiatan belum sesuai panduan. Kegiatan yang sudah tepat adalah mengenal lingkungan sekolah, kegiatan administrasi pendidikan, penyusunan silabus, RPP, menentukan metode, media dan model pembelajaran, namun contoh dari guru pamong tidak ada. Kegiatan penilaian, analisis nilai, penentuan jam efektif, program tahunan dan program semester tidak diajarkan. Menjadi masukan PLP Kedepan adalah perlunya kelas microteaching, penambahan waktu dan penguasaan kurikulum. Kata kunci:Praktek Lapangan Persekolahan, Mahasiswa, Magang, SMA PGRI. AbstractBackground: Introduction to the Field of Schooling (PLP) FKIP Jambi University is still relatively new, therefore research is needed to determine the process of PLP implementation in the field. The purpose of this research is to know the PLP implementation process of the Faculty of Education and Education (FKIP) Jambi University in PGRI Jambi High School. Methods: Qualitative descriptive, research design, data collection, reduction, conclusion drawing. The research subjects were biology students who did PLP at PGRI Jambi High School. Results: The study revealed that the implementation of PLP in SMA PGRI Jambi was quite good. Conclusion: The process of implementing PLP in Jambi PGRI Senior High was quite good but not yet maximal. Some activities are in accordance with the guidelines, but some activities are not in accordance with the guidelines. The right activities are getting to know the school environment, educational administration activities, syllabus preparation, lesson plans, determining methods, media and learning models, but there are no examples of tutors. Assessment activities, value analysis, determination of effective hours, annual programs and semester programs are not taught. Being input to PLP Going forward is the need for microteaching classes, additional time and curriculum mastery.