Professional Documents
Culture Documents
Proceeding 2nd UNJ ICTVET 2015 Vol 4
Proceeding 2nd UNJ ICTVET 2015 Vol 4
Video Clip Application for Fostering Family Welfare’s Cadre On Learn To Making
Bread (Metty Muhariati, Nurlaila and Mahdiyah) .........................................………… 45-48
Influence Model of Learning and Learning Interest Against The Results of Learning
Physics (Ermi Medias) …………………………………………………….………….. 49-62
ABSTRACT
This study aims to: 1) identify the types of non-teacher profession that is currently undertaken by scholars of
Apparel Teacher Education, and 2) investigate the factors underlying the graduates or scholars of Apparel
Teacher Education in choosing a non-teacher profession or career. Education institution of teacher in the
apparel study program, produce educators in the field of dressmaking and fashion management, whose
strong personality and professional, so that they can compete and collaborate in meeting the needs of
society. But contrary to the fact, that scholars of Apparel Teacher Education not entirely choose teaching
as profession. There are many factors thought to be the cause. Causative factors is very important to know,
in order to evaluate and obtain feedback on the implementation of education that have been implemented. In
general there are two types of non-teacher profession choosed: 1) independent entrepreneur by hiring some
employees and 2) as an employee who works at a place of business or institution. Factors influence the
selection of this profession majority is self and environmental factors: how scholars view the world of
teacher and the school as a place that is not conducive for them, how they reviews their own self-assessment
on the teaching profession, real experience which strengthening the resolve to pursue non-teacher
profession, the influence of environmental factors involving spouses and customs that lead to career choices
away from the world of teaching.
I. INTRODUCTION
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
of society. But contrary to the fact, that the 2.1. Theory of Career Choice
scholars of apparel teacher Education not Career is an occupation or profession,
entirely choose the teaching profession. Based especially one requiring special training,
on the tracer study of Home economics followed as one’s lifework
department in 2014, showed that as many as (http://professionaldestiny.com). Career
50.6% scholars of apparel teacher education development for most people, is a lifelong
working in the field of education (2% a process of engaging the world of work
lecturer, a teacher 44.7%, 3.9%, to an through choosing among employment
instructor / tutor). The rest 49.4% of scholars, opportunities made available to them. Each
working in the field of non-educational individual undertaking the process is
(workers at the Quality control 0.7%, 0.7% influenced by many factors, including the
Supervisor, Designer 4.3%, 11.8% Pattern- context in which they live, their personal
maker, Cutting 1.3%, 5.2% Sewing , others aptitudes, and educational attainment
(staff, technicians, operators, etc.) 26.4% (Bandura, Barbaranelli, Caprara, & Pastorelli,
(Badan Akreditasi Nasional Perguruan 2001). According to Peter M. Blau (Sukardi,
Tinggi, 2014). 1987: 86), the choice of a career is a process
Problems regarding changes in the choice of that last a long time and is influenced by
profession has also become international various factors, as follows: social experience,
attention. Based on research in the UK, USA, interaction with others, potential-potential,
Europe, Australia and Asia, the researchers aspirations of parents, the social Economic
estimate that over 5 years about 30% of parents, knowledge of the world of work,
teachers who leave the teaching profession. interest, consideration of career options, as
Australia and New Zealand occupy the well as skills in making career decisions
highest in the teaching profession changes (Sharf, 1992: 45) and adjustment of career
towards other professions. In America and the choice is the development of one's
UK reported that within three years there is personality. Individuals express themselves,
one of the five teachers who leave the interests, and values through their career
profession. Contributing factors include: the choice. This theory suggests that there is a
growing gap between the salaries of the relationship between career choice with
teaching profession with other professions, personality type of the individual. Holland
breach of agreement (disappointment) and admits that the theory can only explain some
difficulties (hardships) in teaching (Watt & of the variables that underlie career choice.
Richardson, 2007: 168). He stated that the theoretical model can be
influenced by age, gender, social class,
There are many factors thought to be the intelligence, and education. Three important
cause. Causative factors is very important to for the construction of the conceptualization
know, in order to evaluate and obtain and use in counseling.
feedback on the implementation of education Holland personality types are 1) the
that have been implemented. These factors appropriateness, 2) the difference, and 3)
can be used to trace the success and failure/ consistency. This refers to the relationship
barriers to the pre-service teacher education between personality and environment
programs. So that this study wants to: 1) (suitability), the relationship between the
identify the types of non-teacher profession environment and the relative importance
that is currently undertaken by scholars of (differentiation), and the type of relationship
Apparel Teacher Education, and 2) investigate to each other (consistency). Main ideas
the factors underlying the graduates or underlying the theory of Holland (Manrihu,
scholars of Apparel Teacher Education in 1992: 70) as follows.
choosing a non-teacher profession or career. 1) Individuals can be categorized into six
personality types, ie: realistic,
II. Theoritical Base investigative, artistic, social,
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
enterprising (like trying), and environmental models and personality types.
conventional. The weakness of this theory is the lack of a
2) In determining career choices, review process that underlies the development
individuals are directed to select the of six types of personality and not been
work environment (occupational) in demonstrated at certain phases in the process
accordance with the type of of development and accumulation of the age
personality. range. Regarding the stages or levels that can
3) Individual study and work be achieved person in a particular field of
environments practice the skills and work (occupational level), is shown at the
abilities, expressing attitudes and level of intelligence that allows a certain level
values, and accept the problems as of school education. But still questioned the
well as the appropriate roles. existence of other factors that affect, such as a
4) The behavior of a person is person's level of aspiration (Winkel &
determined by the interaction between Hastuti,2005:639).
personality traits environment.
David V. Tiedeman (Sharf, 1992: 304) argues
In the process of occupation choice, Holland that the decision to choose a job, a position or
was quoted as saying by Sukardi (1987: 81) a certain career is a result of a series of
that there are several factors that influence, decisions that are made of individuals at
namely self factors and environmental factors. different stages of his life in the past, which is
Factors include the self-knowledge of self divided into two periods, namely the period
(self-knowledge), self-evaluation, and anticipation and the period of implementation.
knowledge of career (the direction or extent The Period of Anticipation consists of four
of the work). Whereas environmental factors processes, namely the exploration,
include the potential environmental, social crystallization, election, and clarification.
pressure that comes from family and friends, While The Period of Implementation and
superiors and assessment of potential Adjustment are classified into three stages:
employers, as well as the limitations that induction, transitition, and maintenance.
come from socio-economic and physical
environment. Self-knowledge has a role 2.2. Apparel Teacher Education as
increases or reduce (Decrease) accuracy of Part of The Education Institution
one's career choice. Knowledge of self is of Teacher In Indonesia
defined as a person's ability to distinguish a Education institution of teacher in the apparel
variety of possible environments in light of study program as part of LPTK, organized in
the capabilities of the individuals themselves. the form of concentration in the bachelor's
Self-assessment (self-evaluation) is different degree. Referring to the Buku Pedoman
from self-introduction. Self-assessment is Akademik Universitas Negeri Surabaya
more focused on respect for himself, while (2014).that the mission ofthis study program
the self-knowledge contains some information is generating an educator in the field of
that a person has about himself. Self- dressmaking and fashion that excels in
assessment is too high resulting in options education and science; Develop educational
that exceed the skill or aspiration unrealistic scientific of fashion that is relevant to the
and cause less judgment under prowess development of national and international
choice or unrealistic aspirations. science and technology; Develop cooperation
Holland's theory by many vocational and partnerships with various institutions in
psychologist assessed as a comprehensive order to improve the relevance and quality of
theory as reviewing employment options as graduates. The apparel study program
part of an overall pattern of life and as a achieving education goals through a series of
theory that gets a lot of support from the educational process inside and outside the
results of the research so far related campus, a number of subjects of theory and
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
practice as much as 148 credits of the 151 of educational fashion, 4) Ability to develop
credits provided. Competency Standard of and manage education learning of apparel
graduates, include: 1) Attitude, 2) acquisition education according to the principles
of knowledge, and 3) special skills. pedagogic, 5) Ability to apply various
Competency Standard of graduates associated teaching approaches and methods of apparel
with Attitude include: 1) Devoted to God education, 6) able to utilize media based
Almighty, 2) It has a moral, ethical, and learning ICT in apparel teaching, 7) able to
personality both in completing its tasks, 3) take strategic decisions based on analysis of
Serving as citizens of a proud and love of the information and data in determining the
homeland and supporting peace in the world, various alternatives meeting the needs of
4) Able to work and have a social sensitivity learning for students in vocational areas of
and a high concern for people and the expertise fashion by applying the values of
environment, 5) Respect for cultural diversity, humanitarian and human rights, 8) capable of
views, beliefs, and religion and opinion/ performing the educational praxis of fashion
original findings of others, 6) Uphold the rule that can be accounted for in service users,
of law as well as having a passion for putting stakeholders, and the public by applying the
the interests of the public. basic principles of critical thinking and
empowerment in educational practice of
Competency Standard of graduates related to fashion, 9) Ability to conduct research and
the acquisition of knowledge include: 1) strategic decisions with accountability and
Mastering the theoretical concept of pedagogy full responsibility for all aspects of which are
and the concept of knowledge in the field of under the responsibility of apparel education,
fashion study in accordance with the scope of 10) Ability to manage business couturier,
their duties, 2) Mastering the concepts, garment/ garment, and or boutique
principles, and application of various methods
of apparel learning particularly oriented life
skills (life skills ), 3) Mastering the principles III. Research Methodology
and techniques of planning and evaluation of
apparel learning, 4) Mastering procedures and The research is a qualitative research with
analysis of educational research of apparel, 5) phenomenological approach. Qualitative
Mastering the concepts of theory of fashion research seeks to uncover and understand the
with the support of sociology, anthropology, phenomena that are not known, or in other
psychology, management, communication, words able to provide details about the
and art and culture as a cornerstone in complex phenomenon that is difficult to
analyzing and implementation of educational disclose via quantitative research (Strauss &
services for students in vocational areas of Corbin, 1998).
apparel expertise, 6) Mastering the concepts,
principles and applications of The data source is scholars/graduates of
entrepreneurship needed to manage the Apparel Study Program from State University
business of apparel/fashion. of Surabaya (UNESA) and Yogyakarta State
University (UNY), who have worked at least
Competency Standard of graduates associated five years in the field of non-teacher
with specific skills include: 1) Being able to profession, spread in 3 provinces: east jawa,
utilize science and technology that are central java and Yogyakarta . The selection of
relevant within the scope of education fashion data sources is done by purposive sampling.
to understand the potential learners in Technical Data validity, include: Credibility
education services fashion on formal (internal validity), transferability (external
education, 2) \ able to develop vocational validity / generalization), Dependability
education curriculum in apparel field, 3) (reliability) and confirmability (objectivity).
Ability to plan, execute and evaluate a variety Data Analysis based on the Interpretative
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Phenomenology Analysis (IPA)(Smith, indepth- interviews that summarized, as
Flowers, & Larkin, 2009), consist of: 1) follows
Reading and re-reading; 2) Initial noting; 3) a. Teaching at vocational schools takes
Developing Emergent themes; 4) Searching work until the afternoon, so a lot of
for connections across emergent themes; 5) time out in the outdoors.
Moving the next cases; dan 6) Looking for b. Less interested in teaching in schools,
patterns across cases. due to the many rules that bind and
very procedural, especially related
IV. Result and Discussion schedules and administration.
c. Being a teacher is hard work, many
Based on a series of in-depth interviews with obstacles encountered as recalcitrant
informants, obtained information about types pupil, low salaries, particularly
of non-teacher profession that is currently teachers whose status is not permanent
undertaken by scholars of Apparel Teacher employees.
Education, as follow: d. Teaching in schools require full time
a. Fashion designers in the fashion house outside the home. Whereas if you run
b. working as a tailor in the boutique a business sewing at home, can still
c. Singer sewing machine company (as take care of the family, without
employee of the production of leaving home.
prototype products, Trainer, and e. Vacancy to be a teacher, especially the
Researcher of new sewing machine) civil service is very limited. So despite
d. Employee of the bank and life having the desire to be a teacher, it is
insurance the biggest obstacle, and led to the
e. Owner of clothing shop graduates, practicing a profession
f. Souvenir and Hantaran Penganten outside teacher
enterpreneur. f. Strong idealism to run the apparel
g. Mass-product enterpreneur business.
h. Modiste entrepreneur g. The emergence of clothes made
i. Accessories designer satisfaction for its customers, to
j. Designer and entrepreneur of kebaya interact directly with them.
products h. Strong ideals to become a designer
k. Owner of Muslim fashion brand and not diligently to be a teacher.
l. Bakery and pastry entrepreneur Cultivate self-owned businesses also
felt more relaxed, can be a boss of
In general there are two categories, namely as: employees.
1) independent entrepreneur by hiring i. The initial desire was to become a
some employees and 2) profession as teacher, while running a sewing
an employee who works at a place of business. With more and more number
business or institution. Seen there that of customers, making it comfortable to
most types of business that was work as an entrepreneur. The ability to
involved, it is very relevant to the field create jobs for the local community.
of apparel. On the other hand, was On the other hand that by running a
found partially few scholars who sewing business, knowledge and skills
choose in different fields such as acquired during the study is always up
working in a bank as well as in the to date, as the current fashion trends.
field of food business. This causes the feeling of getting
enjoy as an entrepreneur apparel.
The arguments underlying the scholars, j. A strong desire to be a successful
choose the type of non-teacher profession is businessman. Capabilities lead to
very diverse. It appears from the results of more entrepreneurial than to be a
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
teacher. It is undeniable that in V. Conclusion
entrepreneurship have a higher risk,
but entrepreneurs have a very good Scholars in the apparel teacher education
prospect for improving financial program is expected to become professional
capability in the future. teachers. However, in reality there are some
k. The busyness during the care of who choose to pursue non-teacher profession,
children who still need attention led to which is being enterpreuner apparel as well as
the choice to become a teacher employees: as a fashion designer, accesories
neglected. designer, etc. Factors influence the selection
l. Prompted by the husband to stay and of this profession majority is self and
work at home. This causes no more environmental factors: how scholars view the
desire to be a teacher or work outside world of teacher and the school as a place that
the home. is not conducive for them, how they reviews
m. Culture in Indonesia, especially Java their own self-assessment on the teaching
that a wife despite her status as a profession, real experience which occurred in
scholar, often cause to be according to an environment of strengthening the resolve
what the husband said. to pursue non-teacher profession, the
influence of environmental factors involving
List of many arguments above, has become a spouses and customs that lead to career
solid foundation underlying the scholars choices away from the world of teaching.
choose the profession today. The first - the This is a phenomenological study which
fifth argument, illustrates how scholars view occurs in a limitation of space and time.
the world of teacher and the school as a place Further broader and deeper studies may be
that is not conducive for them. Here also seen able to find other typical phenomena.
how their own self-assessment on the
teaching profession. The sixth until the tenth
arguments, load views and real experiences REFERENCES
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profession. Here also the integral Tinggi. (2014). Buku III: Borang
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is formed in an environment where scholars studi. Jakarta: BAN PT.
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thirteenth arguments, is the influence of G.V., & Pastorelli, C. (2001). Self-
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[4] Kartadinata, S. (2010). Institutional
This is particularly relevant to Holland's Governance Requirements to produce
theory that In the process of occupation Dedicated Teachers: Restructuring
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and really proved also in the phenomenon of Retrieved on June, 29th 2013 from
career choice by scholars of apparel teacher http://file.upi.edu/Direktori/FIP/JUR._
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
SUNARYO_KARTADINATA/Institu [9] Sukardi, Dewa Ketut. (1987).
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Pengantar Bimbingan dan Konseling tentang Guru dan Dosen. Kementerian
Karir. Jakarta: Bumi Aksara. Pendidikan dan Kebudayaan
[6] Sharf, Richard S. (1992). Applying [11] Unesco. (2010).Teacher Education.
Career Development Theory to Retrieved on August, 1st 2015 from:
Counseling. California: Brooks/Cole http://www.unesco.org/en/esd/network
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[7] Smith, J.A., Flowers, P., & Larkin. M. [12] Watt, H.M.G & Richardson, P.W.
(2009). Interpretative (2007). Motivational Factors
phenomenological analysis: Theory, Influencing Teaching as a Career
method and research. Washington: Choice: Development and Validation
Sage. of the FIT Choice-Scale. The Journal
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of qualitative research: techniques 167-202.
and procedures for developing [13] Winkel, W.S & Hastuti, S. (2005).
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career/Retrived on August, 5th 2015.
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
THE EFFECT OF TEACHING ABILITY OF
VOCATIONAL TEACHER ON THE
IMPLEMENTATION OF USINGSCIENTIFIC
APPROACH IN DIY
Abstract
This research aims to: (1) describe empirically the quality of using scientific approach, classroom
management, teacher's creativity, and teacher’s ICT skills; (2) investigate the effect of classroom
management on the implementation of using scientific approach; (3) investigate the effect of teacher's
creativity on the implementation of using scientific approach; (4) investigate the effect of teacher’s ICT
skills on the implementation of using scientific approach; and (5) together, investigate the effect of
classroom management, teacher's creativity, and teacher’s ICT skills on the implementation of using
scientific approach.This study used ex-postfacto method. The population was classes X and XI of student
mechanical engineering program ofvocational high schools in DIY with total of 2.354 students and
selected samples of 290 students. The sampling technique used was the proportional random sampling
technique with the standard error of 0.05. The data were collected using questionnaires. The data
analysistechnique used correlation and regression analysis.
The results indicated: (1) the empirical description of the quality of the using scientific approach is
sufficient (71,28%), the quality of classroom management is sufficient (63,54%), the quality of teacher’s
creativity is sufficient (75,96%), and the quality of teacher’s ICT skills is sufficient (59,25%); (2) there is
a positive, strong enough, and significant of classroom management on the using scientific approach by
19,18%; (3) there is a positive, strong enough, and significant of teacher's creativity on the using
scientific approach by 32,14%; (4) there is a positive, weak, and significan classroom management,
teacher's creativity, and teacher’s ICT skills on the using scientific approach by 37,3%. The regression
equation obtained Y = 10,168 + 0,215X1 + 0,439X2 + 0,058X3.
8
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
The challenge facing Indonesia Government Learning in Primary and Secondary Education
through the Ministry of Education and explained that methods of learning such as
Culture (Kemendikbud) is the quantity and Problem Based Learning, Project Based
quality of the population in the year 2020- Learning, Inquiry Learning, Discovery
2030. At that year, Indonesia has a more Learning and other methods can be developed
number of productive age population than the and combined by teacher with scientific
non- productive age. That time Indonesia is approach which consists of 5 steps: observing,
also facing windows of opportunity which asking, gathering information/trying,
requires people high quality to face it. reasoning / associating and communicating.
Indonesia will have the golden age and Those steps are activities that must be done
become a developed country, if managed when the student learning process happen.
properly. To answer these challenges, the The results of pre-survey at three SMK
Kemendikbud prepare a curriculum design namely SMK N 2 Depok, SMK N 2
that emphasizes science-based learning Wonosari, and SMK Muhammadiah
(scientific)namely Curriculum 2013. Yogyakarta through interviews and
observations showed that the implementation
Development of curriculum 2013 in of scientific learning by vocational teachers
Yogyakarta has many obstacles. . According have not showed learning steps 5M
to Anies Baswedan, some obstacles (observing, asking, trying, reasoning, and
encountered are understanding of teachers in communicating). Based on the class
implementing the using scientific approach to observation at SMK Muhammadiyah 3
their subject, books that have not been showed that there are many teachers who do
prepared, the assessment system that make not implement 5 M in scientific learning. This
teachers confuse, training and mentoring is because there are still some teachers who
teacher and training Headmaster which is yet do not understand the instructions and the
uneven (Kemendiknas, 2014). This is operational definitions of each scientific step.
showing that the implementation of It presents obstacles for teachers to implement
Curriculum 2013 done by the schools need to the scientific learning.
be evaluated and mapped for the readiness of
the implementation of Curriculum 2013. The barriers experienced by vocational school
Learning models existing in schools using the teachers in implementing the using scientific
curriculum 2013 will be oriented on learning approach are influenced by many factors. One
with scientific approach. In Permendiknas of the factors is the management class.
Number 70 Year 2013 about the Basic Observation result in all three schools showed
Framework and Curriculum Structure of SMK that there are classrooms which are not neatly
/ MAK stressed that the scientific approach arranged, many students are not conducive,
will affect the development of teacher and the seating arrangement does not adjust
mindset. teaching methods used. According to Bonus
and Riordan (1998), classroom management
The mindset include: the habit of learning can improve student motivation and changing
centered on the learner (student centered), the behavior of students in a positive
interactive learning, networking learning, direction. Teachers is easy in controlling,
active learning, learning group (team based), guiding and supervising students in learning
multimedia based learning, mass learning by and interacting in the classroom which can
considering the needs, learning science plural provide an effective and conducive to
(multi disciplines), and critical learning. The implementation of the using
learning.Implementation of th scientific scientific approach through classroom
approach in learning at school can be applied management can be performed well when the
in a variety of learning methods. In teachers know the operational definitions of
Permendikbud Number 103 Year 2014 about the management class. Weber in Cooper,
9
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
(2010, p.217) states, “The term classroom education, government, community, and
management refers to the actions teachers democracy. In education, ICT has an
take to create an environment that is important role. According to Hayashi (2003),
respectful”. This means that classroom “ICT is helpful for people not only when they
management is a complex set of behaviors use computer networks and satellites but also
which teachers are able to maintain the when they use traditional media such as
condition of the class for the purpose of figures, blackboards, printed materials, OHP
learning in the classroom to be effective. sheets, and audio-visual aids”. This means
that ICT has an important role for teachers as
Classroom management can be viewed based teaching aids.
on the arrangement of the room. The rooms
that have good arrangement were able to Basic ICT skills possessed vocational teacher
provide an effective and conducive learning. is mastering software administration. The
That means the arranged rooms could avoid survey results of Evaluation & Accountability
the empty space that can be converted into Department of Education and Training
another function in optimizing learning Western Australia (2000, p.15) states that
activities. Evertson & Poole (2002, p.4) there are eight applications which are often
provide strategies for teachers in arranging the used by teachers for administration, namely:
room as effectively as possible, among others: Internet, Email, Spreadsheets, Word
minimazing distractions, maximizing access, Processing, File Navigation, Presentation
matching arrangement with lesson purpose, Packages, Databases, and SIS Curriculum
dan movement with ease. If it is associated in Manager (SIS). This means that teachers must
the implementation of the using scientific be able to master multiple applications or
approach, the functions of classroom software that is commonly used in the
management arrangement can be applied by administration of learning.
teachers in adjusting the teaching methods
used in the classroom. ICT applications specifically for vocational
teachers in machining engineering can be
The interview results with vocational teachers used as a learning support. These applications
indicate that the role of media such as include: AutoCAD, CAD / CAM, Autodesk
Projector, software-software (Microsoft Inventor, Ansys, etc. Mastery of the
Office, Engineering Software, etc.), visual application is important for teachers and
aids, simulator, modules, and other media can students to solve certain types of work.
enhance students' motivation and interest in According to Wijayanti (2011),
learning the material presented by the teacher.
According to the pyramid Dale (Dale's cone ICT can be used as the administrative work
of learning) states that students who hear or (Word processor and
read only able to remember 20% from what
Mandatory Requirement Basic Level,
teacher give. Therefore, the student's ability to
spreadsheet), packing teaching materials
remember and understand the lessons not only (multimedia), assist in the management of
just through audio or visual but in the audio- learning (e- learning, advanced needs, and
visual learning. others), and for technical support and improve
knowledge to enable the creation of self-
The role of ICT (Information and running (antivirus, tools, network, internet,
Communications Technology) has progressed etc.).
very rapidly. In Indonesia, ICT will be the
mission of the National Education The complexities faced by teachers in
Development in Long Term Plan 2025 that implementing the using scientific approach
make optimum use of radio tools, television, feels heavy when linked with the selection of
computer and ICT tools in business, creative problems. According to study results
10
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Nichols & Stephens (2013) states that the classroom atmosphere. In addition, teachers
scientific method can work effectively with are also required to master the ICT as an
the determination of creative thinking intermediary bridge in conveying the
processes. Determination of creative information to students.
problems can enhance student’s motivation in
reasoning and thinking. Based on the description above, required a
comprehensive study to review the factors
The results of interviews with several students that influence the effectiveness of teachers in
said that they feel happy and enthusiasm in implementing scientific learning programs,
learning when teachers give problems related especially vocational teacher in machining
to issues that occur at this time. Some engineering in terms of verbal
students interviewed thought that there are communication, classroom management,
still vocational school teachers who use the teacher's creativity and teacher’s ICT skills.
old mindset (lateral) in comparison with the
the modern mindset (divergent). II. Research Methods
According to Amabile in Adams (2005, p.3), This study is an ex-post facto with
creativity consists of three main components quantitative approach. Thstudy was conducted
that mutual coherence of each other, namely: in SMK of Machining Engineering PrograThe
knowledge, creative thinking, and motivation. number of schools used are 16 SMK in the
Knowledge is the components that help the Daerah IstimewYogyakarta province. The
formation of creativity through an research was conducted from Novemb2014 to
understanding of the individual. Creative March 2015. This study population was class
thinking is a components that juxtapose X and XI SMof Machining Engineering
problems in the patterns of diverse thinking. Program in DIY amounted to 2,3students. The
determination of samples number using Issac
Motivation is the executor component of aMichael formula with an error level of 5%,
creation creativity formed by the intrinsic of so that the number selected samples is 290
the individual. Teachers should be able to students. The sampling technique
apply the PAIKEM learning which include usiProportionate Random Sampling
Active Learning, Innovative, Creative, techniques. The sample unit wdivided
Effective, and Fun (Endang Mulyatiningsih, proportionally according to population unit
2010, p.2). This means that in improving used. Tvariables in this study consisted of:
interaction interactive learning, teachers must one dependent variable is usiscientific
have creativity in developing the learning in approach (Y), and three independent variables
the classroom, so that he can change things as are classroomanagement (X1), teacher’s
expected. Various problems faced by teachers creativity (X2), and teacher’s ICT ski(X3).
in implementing the using scientific approach The collecting data technique using
became a problem that is urgent to questionnaires. Tquestionnaire used is a
immediately study and inspect deeper. The closed questionnaire with four
problems encountered when pre-survey gave alternatianswers. The scale of response
a conclusion that there are many factors that assessment using rating scale. Tvalidity of the
influence the effectiveness of vocational instruments used in this study is the construct
teachers machining engineering in validand reliability tests with Alpha Cronbach
implementing the using scientific approach. formula with a significanlevel of 5%. The
Using scientific approach is a learning that data analysis of this research are: (1)
involves the creativity of teachers in teaching. descriptianalysis; (2) testing requirements
In supporting the positive interaction, the analysis (test for normality, linearand
teacher must be able to manage a class well. multicollinearity); and (3) test the hypothesis
The management will provide easiest ways using correlation aregression analysis.
for teachers to create effective and conducive
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III. Results & Discussion Based on the picture above, it is known that
the quality of the using scientific approach in
The data description in this study will produce SMK of Machining Engineering Program
an overview of empirical occur each learning DIY Province in the percentage can be sorted
variables studied include: a using scientific as follows: (1) Sleman with the percentage of
approach, classroom management, teacher's 72.58% or in high category; (2) Yogyakarta
creativity and teacher’s ICT skills. The with the percentage of 72.46% or in high
description of the data describe that is category; (3) Kulon Progo with the
happening today in SMK of Machining percentage of 70.29% or in sufficient
Engineering Program in DIY province. category; (4) Gunungkidul with the
Analysis of statistical calculations using SPSS percentage of 69.04% or in sufficient
18.0 software. category; and (5) Bantul with the percentage
of 68.83%, or in sufficient category.
Summary calculation of each variable can be
seen in Table 1 below: Based on these results, it can be known that
the percentage difference is due to policy
Table 1. Description of the calculation of each discontinuation of implementation curriculum
variable research 2013 in several school that has followed
Curriculum 2013 on 1 semester to go back to
implement the Education Unit Level
Based on Table 1, it can be described in depth Curriculum (KTSP). Yogyakarta and Sleman
about the development of each variable in the occupied the highest
five research areas consisting of: Yogyakarta,
Sleman, Bantul, Kulon Progo, and
Gunungkidul. This empirical overview can be
used as information regarding
developments in that region. The
implementation of using scientific approach
refers to Permendikbud Number 103 year
2014 about Learning in Primary and
Secondary Education which states that the
using scientific approach consists of 5 steps:
observing, asking, gathering
information/trying, reasoning/associating and
communicating. If it is used as an indicator of
research, the development of each region in
the province can be seen
in Figure 1 below:
Yogya Sleman Bantul Kulon Progo Bantul
35.9
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DEVELOPMENT OF PERFORMANCE ASSESSMENT
BASED ON CURRICULUM 2013 IN VOCATIONAL
EDUCATION IN DIY
Vocational education as one of the secondary education has an important role to create graduates who have a quality
and ready to work. Innovation and development of assessment in vocational education are essential to maintain the
quality of graduates in order to remain relevant and up to date. This research aims to develop performance assessment
refers to the Curriculum 2013 in Light Vehicle Engineering Department of vocational education in automotive electrical
subjects.
This research is the Research and Development (R & D) adopted from Borg and Gall model with qualitative and
quantitative approaches. The stages of development consist of research and information collecting, planning, develop
preliminary form of product, preliminary field testing, main product revision, main field testing, operational product
revision, operational field testing, final product revision, and dissemination. The study involved four experts for product
validation phase consisting of two lecturers and two teachers. Assessors in the implementation of performance
assessment involved three teachers. The sampling technique used purposive sampling technique. Data collection
techniques in this study were observation, interview, questionnaire, and documentation. Data were analyzed using
qualitative and quantitative analysis. Formula of content validity Aiken used to determine the content validity of item and
intraclass coefficient correlation used to determine the consistency and agreement of the rater appraisal.
The results showed as follows. (1) Performance assessment tools fulfill valid criteria, reliable, and practical. (2)
Component of performance assessment tools consists of guidelines for the assessment development and performance
assessment instruments. (3) Contents validation of performance assessment instruments included into the very well
category. (4) Reliability of performance assessment instrument using intraclass correlation coefficient for 0.74. (5)
Profile of performance assessment result indicates that from 25 students, 3 students (12%) received predicate “A”, and
18 students (72%) received predicate “A-“, 3 students (12%) received predicate “B+”, and 1 student (4%) received
predicate “B-“. (6) Based on teacher opinions, performance assessment procedures in electrical subjects to measure the
skills of students as a whole can be used easily.
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I. INTRODUCTION vocational education. Therefore, efforts to
improve the quality of education can be
The quality and relevance of education have a reached through improving the quality of
very important role in creating the quality learning and improving the quality of
human resources. The development of science assessment systems (Djemari Mardapi, 2012:
and technology in era of globalization 12). Learning and assessment which is good
nowadays requires educational institutions to quality designed according to the
create graduates who have competence and characteristics of vocational education. It is a
professional. Increasing competence needs of necessity that should be developed by
graduates have an impact on the demands of teachers for the advancement of the quality of
the education quality development. Therefore, vocational education.
the Government should continue to develop
education quality. One of educations level Curriculum 2013 is a new chapter for
which has an important role to create human vocational education. Curriculum 2013 aims
resources ready to work and compete in the to prepare Indonesian people who believe,
world of work is vocational education. productive, creative, innovative, affective
through the strengthening of attitudes, skills
Vocational education is secondary education and knowledge integrated. It affects the
that prepares students primarily for work in a pattern of learning and assessment in
specific field (Law of the Republic of vocational education which have specificity to
Indonesia Number 20 Year 2003 on National a particular competence. A blend of
Education System). Specific competencies curriculum 2013 with the characteristics of
contained in the competency expertise in each vocational education will be able to synergize
fields of expertise is characteristic of each other in order to achieve national
vocational education. The Improvement of education goals.
quality and relevance of vocational education
graduates through the strategic policy of the The curriculum change requires the readiness
Government, the active role of education of teachers to implement the curriculum.
experts, and active participation of schools, Teachers are the main part that must be
are expected to improve the overall quality of prepared to face these changes. If the teachers
vocational education to produce graduates are not ready to accept the changes, then there
who have appropriate competence to the will be variety problems in implementation.
needs of the workforce. The issues that need to be considered in
education are: (1) curriculum development,
Curriculum development in vocational (2) the implementation of curriculum, and (3)
education has very important role to realize monitoring and evaluation (Oemar Hamalik,
the quality of graduates qualified and relevant 2012: 4). These three points should be
with demands of the workforce. Curriculums properly addressed by the curriculum
which do not develop systematically, do not developers and implementers of the
change, and do not relevant will be an adverse curriculum.
impact on all matters related to the curriculum
itself (Finch & Crunkilton, 1979: 13). Many problems arise in the implementation of
Knowledge of the development of learning the curriculum 2013. Unpreparedness of
and assessment is one of key to the success of teachers to implement the curriculum 2013
learning become a burden for teachers. In
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addition, the assessment method is very implementation of the curriculum 2013
complex confusing and time consuming (Abdul Waidl, 2014).
(Anies Baswedan, 2013: 1). A research states
that the teacher still have a trouble in Vocational high school has different
understanding learning models, how to assess, characteristics with secondary education
and how to develop an assessment (general high school). Characteristics of
instruments (Ani Rusilowati, 2013: 1). This subjects in vocational education are different
shows that the readiness of teachers in from the subjects on academic education
implementation of curriculum 2013 is still (Lucas, Spenser, and Claxton, 2013: 33). This
low. The difficulty in using learning model should be a concern for educational
and developing assessment becomes a serious institutions in developing learning and
obstacle that must be resolved. assessment used. Vocational High School
oriented in competence in accordance with the
The results of pre-survey with teacher in needs of the workforce. One of the goals of
SMK 2 Yogyakarta and SMK vocational education is creating learners with
Muhammadiyah 3 Yogyakarta on Light the skills to meet the needs of life and
Vehicle Engineering (TKR) informed that the increase prosperity (Clarke and Winch, 2007:
most difficult thing in curriculum 2013 is the 9). Mastery of specific competencies becomes
scoring system more complicated and a very important factor for vocational school
confusing. Integration between assessment of graduates. This affects the pattern and
attitudes, knowledge, and skills that aim to strategy in developing assessment in
determine the extent to which understanding vocational high school. Competency-based
of learners who have mastered is still a big assessment is one assessment approach which
question for the teacher. Therefore, to is very appropriate to measure students'
improve this situation, the Government abilities based on competence acquired.
published new regulations namely Education
Minister Regulation Number 160 Year 2013 Authentic assessment is a form of assessment
regarding Compulsory Enforcement curriculum 2013 that requires students to
Curriculum 2006 and Curriculum 2013, to show attitude and using the knowledge and
suspend implementation curriculum for skills gained from learning in performing
school which implement the curriculum 2013 tasks in real situations. This is appropriate
since the first semester year 2014/2015 and with assessment applied in vocational
re-implement curriculum in 2006. Schools education that relies on an assessment applied
that implement the curriculum 2013 for three in the form of assessment practices and
semesters continue to use the curriculum required students to complete the task / job
2013. The school became a pilot of which requires attitudes, knowledge, and
implementation curriculum 2013. Although skills integrated. Assessment that is used to
the curriculum is suspended and only the pilot assess the specific competencies is the
schools that implement the curriculum 2013, performance assessment. Based on the results
but the decision is legitimacy that the concept of pre-survey, especially performance
of curriculum 2013 has been good, but that assessment for competency skills, teachers are
was considered not ready to implement the not using the guidelines and assessment rubric
curriculum is the school so as to get optimum clearly so that the assessment tend to have a
results, required preparation planned for the high subjectivity. If this is allowed, then the
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assessment process do not go well and do not assessment guidelines, grating instruments,
be able to measure the competence of students assessment rubrics, and processing the score,
with fair and valid. are very urgent matter that should soon find a
solution. The importance of developing
Performance assessment also called authentic performance assessment which is complete
assessment or an alternative assessment. and detailed in vocational education are
Alternative assessment tends to the traditional strong reasons to undertake the development
assessment that uses a written assessment and of performance assessment. Development of
authentic assessment emphasizes the duty performance assessment tools applied to
applications that are real in accordance with Electrical Subjects in Light Vehicle
daily occurrence (Miller, Linn, and Gronlund, Engineering in vocational high school.
2009: 261). Performance assessment is more
descriptive than the alternative assessment
and more concise than the authentic
assessment. Performance assessment is based II. LITERATURE
on a performance that not only assess learners 2.1.Vocational Education
from one domain of competence, but more Law on National Education System section 15
complex and holistic. Performance states, "Vocational education is secondary
assessment was first developed on vocational education that prepares students primarily for
education and skills training (Asmawi Zainul, work in a particular field". Vocational
2005: 57). education is a secondary education in the
form vocational high school which aims to
Performance assessment is the student
produce skilled labor in certain areas. This is
learning achievement covering all learning
different from vocational education organized
assessment in writing, products, or attitude
by higher education which aims to produce a
(Danielson & Marquez, 2013: 1).
skilled workforce that has the basic science
Characteristics of vocational education which
applied in certain areas with a maximum level
refers to competency based considered is very
equivalent to an undergraduate program.
suitable for applying performance assessment
Vocational education in this study refers to
system. The existence of the assessment
vocational education called vocational high
principles which are real and
school.
comprehensively through the performance is a
positive point of performance assessment in Tilak (2002: 673) states, "Vocational
curriculum 2013. Development of vocational education has an advantage, imbibing the
assessment is appropriate for using authentic specific job-relevant skills, that can the make
approach enhanced with the principle of the worker more readily suitable for a given
performance assessment. This is expected to job ad would of make him / her Tus more
optimize learning process and learning productive". The advantage is that it can
outcomes of students. create the vocational education students who
have specific and relevant competencies. This
Based on data the above, the development of
has an impact on the readiness of students to
performance assessment in vocational
work and make them more productive.
education in accordance with the principles of
Readiness of graduates in work is very
the curriculum 2013 is very important.
important. Specific competencies are the
Problems concerning the development of
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characteristic of vocational education. It is guidelines for the organization of learning
very important to focus on the competence of activities to achieve specific educational
learners in one sub skills. Clarke and Winch objectives". The definition explains that the
(2007: 9) states, "vocational education is curriculum is a document containing the
confined to preparing young people and planning, regulation, and teaching materials
adults for working life, a process Often that serve as guidelines for education and
regarded as of a rather technical and practical learning fully prepared to achieve certain
nature". Vocational education is education goals. Curriculum development has a very
that prepares students to be able to enter important role in achieving successful
employment. Vocational education is a learning.
learning process with regard to technical and
practical problems. Finch & Curnkilton (1999: 11) states,
"Curriculum may be defined as the sum of the
Winch (2007: 135) states, "the proper aim of learning activities and experiences that a
vocational education is to provide individuals student has under the auspices or direction of
with the skills to earn reviews their living, the school". Curriculum can be defined as the
thus supplying one of the conditions for number of learning activities and experiences
economic prosperity". The main objective the for students organized based on the direction
implementation of vocational education is to and objectives of the school. Number of
provide skills to individuals to meet their learning activities determined in accordance
daily needs. The skill provide opportunities with the purposes and characteristics of the
for learners to improve economic prosperity course or a particular department. In addition,
by working because it has specific the curriculum is a learning planning
competencies that can be used to actualize experience that should be experienced by
themselves in social life. learners to master competency.
Based on the discussion above, it can be Oliva (1992: 6) states, "Curriculum can be
argued that vocational education is secondary conceived in a narrow way (as subject taught)
education aimed at preparing students to gain or in a broad way (as all the experiences of
mastery of specific competencies that are learners, both in school and out, directed by
ready to enter certain jobs. Vocational the school)". In simple terms the curriculum
education has a very important role in can be defined as subjects taught to students
meeting the needs of the workforce and to in a lesson plan. Understanding curriculum in
grow the small and medium enterprises of the complex way that is as a collection of
graduates. Therefore, the development of learners' experiences both in school and
quality vocational education is one of the keys outside of school are organized and managed
to improving the quality of human resources by the school / institution directly.
in a nation's prosperity.
Based on description above, it can be argued
2.2.Curriculum that the curriculum is a set of lesson plans and
Law Number 20 Year 2003 regarding arrangements governing the purpose, content
National Education System chapter 1 states, and learning materials that used as a guide to
"The curriculum is a set of plans and provide a learning experience to students who
arrangements regarding the purpose, content, managed by the institution or school.
and teaching materials and methods used as Continuous curriculum development is a
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necessity that must be undertaken to adjust Performance assessment requires
and maintain the quality and relevance of measurement of the learners' actions in
education itself. carrying out practical assignments. Kunandar
(2013: 257) states, "Assessment of the action
or performance is the assessment of the act or
2.3.Curriculum 2013 practice tests that can effectively be used for
Education Minister Regulation Number 70 the benefit of collecting a variety of
year 2013 explained the objectives of the information about the forms of behavior or
curriculum in 2013 is to prepare Indonesian skills that are expected to emerge in the self-
people to have the ability to live as learners". Performance assessment assess the
individuals and citizens who believe, competence of learners in carrying out
productive, creative, innovative, and affective practical assignments, how to use measuring
and able to contribute to society, nation, state, tools, work attitudes and other behaviors that
and world civilization. Faithful Citizenship is are considered important. Additionally,
the main capital to build a state character. Kunandar express some aspects that can be
Productive, creative, and innovative with a assessed or measured as follows:
good affective competence is a combination
- Quality of work completion
that can produce quality human, relevant, and
- Skills using work equipment.
competitive. Structure curriculum 2013 - Ability to analyze and plan work procedures
consists of the core competencies, subjects, to complete.
study load, and basic competence. - Ability to make decisions based on the
Competence consists of four core information given.
competencies (KI) is KI-1 spiritual attitude, - Ability to read, using diagrams, pictures,
KI-2 social attitudes, KI-3 knowledge, KI-4 and symbols.
skills.
Berk (1986: 9) states, "Performance
Assessment of learning outcomes of students
assessment is the process of gathering the data
in primary and secondary education in
by systematic observation for making a
curriculum in 2013 based on some principles
decision about the individual". Performance
of assessment. Implementation of assessment
assessment is the process of systematically
development should be based on principles of
collecting data through observation to make
assessment in curriculum 2013 so that
decisions about learners. The definition
teachers can measure student competencies
contains four important points that process,
and develop learning. The principles as
data collection, systematic observation, and
follow:
decision-making. Johnson, Penny, & Gordon
- Authentic - Comprehensive and (2009: 2) states, "A performance assessment
sustainable is a system composed of; (1) a purpose for the
- Objective - Systematic assessment, (2) the task (or prompts) that
- Fair - Reference to criteria elicit the performance, (3) a response demand
- Integrated - Accountable that focuses the examinee's performance, (4)
- Open - Educative
systematic method for rating performance ".
The performance assessment is a rating
2.4.Performance Assessment
system that consists of the assessment goals, a
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task that comes with work instructions, III. METHODOLOGY
demand response focuses on learner
performance, and a systematic method that This study is a research and development
aims to assess the performance of learners. using the Borg and Gall development models
with qualitative and quantitative approaches.
Reynold, Livingston, and Willson (2009: 247) This research conducted at SMK 2
states that "performance assessment more Yogyakarta and SMK Muhammadiyah 3
closely reflect real-life settings and Yogyakarta. The study population were
application than traditional paper-and-pencil students of class XI TKR. The sampling
assessment". Performance assessment reflect technique used was purposive sampling. The
the nature and shaped by real-life settings. number of samples used were 25 students
Performance assessment is an application of from class XI TKR. Data collection technique
traditional valuation (paper and pencil test). used observation, interview, and
Johnson & Johnson (2002: 79) states, documentation. Data were analyzed using
"Student performance refers to a set of actions descriptive statistical analysis techniques. In
students engage in to demonstrate reviews addition, a review of the validity of using the
their level of skill in enacting a procedure or formula Aiken content validity and review of
creating a product". The performance of consistency and inter rater reliability with
learners refers to the series of actions which analysis of intraclass correlation coefficient
the participants involved in demonstrating a (ICC).
skill level with appropriate procedures or
creating a specific product. Johnson &
Johnson (2002: 28) states, "The student IV. FINDING & DISCUSSION
Performance assessment tools is one of the
performances that can be assessed are
assessment tools that aim to measure the skills
academic learning, reasoning, skills and
of students in terms of psychomotor. Based
competencies, attitudes, and work habits".
on preliminary studies and the development
This means that the performance assessment
of the initial draft, the product development of
is a comprehensive assessment assess the
performance assessment consisted of
ability of learners.
guidelines of performance assessment
Based on the explanations that have been development and instrument of performance
described above, the general understanding of assessment itself. Performance assessment
performance assessment leads to the judgment instrument was equipped with a grating
that requires an individual to make a product assessment, guidelines, rubric, task sheet,
or demonstrate a work process. In addition, answer sheets, and the score operation. The
performance assessment can be defined as an draft of the preliminary study validated by a
assessment that is not only focuses on validator. Sheets validation of assessment
demonstration of a specific competencies, but tools used by experts to review the suitability
also can be used comprehensively to assess of the materials, construction and the
the cognitive, affective, and skills are integral language used in the performance assessment
so as to create a concept of a comprehensive form. Calculation analysis results presented in
assessment, authentic, complete, and holistic. Table 1 below.
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Table 1. Expert Validation Results of 9. The item task do not 4,0 S.V.
Performance Assessment Instruments use the word/phrase
that cause a double
Aspects Examined ̅ Criterion interpretation or
misunderstanding
The Material The mean total score 3,71 S.V.
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assess each item of instrument developed. The learners. The calculation results presented in
items of performance assessment were 23 Table 3.
items to assess the competence of learners in
doing the performance of maintenance and Table 3. Calculation Analysis of ICC in
repair of starter motor. The results of content Main Field Testing of Performance
validity analysis of Aiken calculation showed Assessment
that the items have a coefficient of from 0.75 Intraclass Correlation
to 1.00. These results indicated that the items
have relevance between the content of Student Coefficient
instruments developed with KI and KD on s Single Average
Electrical Maintenance Vehicle Subjects. A Measures Measures
review of inter-rater agreement with the ICC
Student
presented in Table 38. Results of calculation 0.462 0.721
1
consistency rater showed ICC values for
average measure of 0.74. Based on these Student
calculations it can be seen that the coefficient 0.503 0.752
2
is greater than the minimum criteria, namely
0.70. Student
0.524 0.768
3
Table 2. The ICC of Performance
Assessment Student
0.548 0.785
4
b
Intraclass Correlation
Student
Single Measures .426a 0.492 0.744
5
Average Measures .748c Student
0.547 0.783
6
Average 0.759
This further expert assessment was the
next step of the analysis results validation the
contents of the instrument assessed by
validator / expert. It was called main field Based on the analysis of the ICC score
testing. Once the instrument stated valid and in Table 3, the performance assessment tool
reliable in conceptually, then performed main has ICC score more than 0.70. When viewed
field testing involving 6 students from class from the single measures, the ICC coefficient
XI TKR in SMK 2 Yogyakarta with three is about 0.42 - 0.54. Although its value is low
assessors. Main field testing of performance enough, a review of the decision see the
assessment was intended to determine the average measure that is in the range of 0.72 to
achievements of learners in skills competency 0.78. This showed that the performance
test starter system by reviewing the assessment instruments can assess
achievements of the starter motor scores and competency skills well and has a good degree
consistency of rater assess performance of of reliability.
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The achievement of skills assessment for student is 0.30. This shows that the value
outcomes presented in Table 4. Six learners tend to be same of each rater. Based on the
follow a series of performance tests to show results of the appraisal product readability, the
their ability. Rater assess the performance of teacher found the assessment of performance
the student in accordance with the assessment tools can be used easily to assess
performance assessment sheets which is the competence skills of students because the
developed. Performance assessment device is very complete and detailed. In
instrument equipped with a clear assessment addition, rater appraisal regarding the
rubric so rater find it easier to assess the practicality of the product development of is
competence of student in accordance with the stated very practical and can be operated
assessment rubric contained in the assessment easily.
form. Aspects used rater to assess the
competence of learners consists of five The last, analysis of the calculation results of
aspects, namely preparation, process, the operational field testing involving 25
outcomes, attitudes, and time. Every aspect students with 1 rater generate profiles
has a different percentage, namely; a achievement of performance assessment,
preparation was 10%, a process was 40%, a namely, 3 students received the title A, 18
result was 20%, an attitude was 20%, and a students received the title A-, 3 student
time was 10%. received the title B +, and 1 student received
the title B -. The results show that the
Table 4. Results Analysis of Appraisal performance assessment can measure the
Rater in Main Field Testing of skills that learners which are valid for
Performance Assessment reviewing aspects of preparation, process,
outcomes, attitudes, and time in detail.
Average of Assessment Rater
Students
Rater 1 Rater 2 Rater 3
V. CONCLUSION
Student 1 3.67 (A-) 3.76 (A-) 3.56 (A-)
Student 2 3.52 (A-) 3.75 (A-) 3.70 (A-) Based on the discussion above, it can be
concluded that the product of performance
Student 3 3.84 (A-) 3.84 (A-) 3.60 (A-)
assessment development consisted of
Student 4 3.42 (B+) 3.12 (B) 3.24 (B+) assessment development guidelines and
assessment instrument equipped with a
Student 5 3.65 (A-) 3.64 (A-) 3.31 (B+) grating, assessment guidelines, assessment
tools, and processing value. Product
Student 6 3.53 (A-) 3.51 (A-) 3.46 (B+)
development was declared valid and reliable
based on appraisal rater. Reliability based on
the ICC showed of 0.74. Aiken validity of the
These results indicate that there is value of content was 0.75 to 1.00. The use of this
rater consistency in assessing the performance assessment was considered very easy to use
of each learner. 72% of students received the by teachers on skills assessment.
title very well, 28% of students received the Achievement of the performance test results
title good. The biggest range of rater appraisal showed good result because it can measure
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the ability of learners in detail and detail, [9] Finch, C. R., & Crunkilton, J. R. (1979a).
raising the level of objectivity of assessment. Curriculum Development in Vocational
and Technical Education. Massachusetts:
Allyn and Bacon Inc.
[10] Finch, C. R., & Crunkilton, J. R.
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January 2015, from
http://unnes.ac.id/berita/87-persen-guru-
kesulitan-soal-penilaian-kurikulum-2013/.
[3] Asmawi Zainul. (2005). Asesmen
Alternatif Untuk Mendukung Belajar Dan
Pembelajaran. In Tim HEPI. (2005).
Rekayasa Sistem Penilaian Dalam Rangka
Meningkatkan Kualitas Pendidikan (pp.
51-61). Yogyakarta: HEPI.
[4] Berk, R. A. (1986). Performance
Assessment: Methods & Applications.
London: The John Hopkins University
Press.
[5] Borg, W. R., & Gall, M. D. (1983).
Educational Research An Intoduction 4th..
New York: Longman.
[6] Clarke, L., & Winch, C. (2007).
Vocational Education; International
Approaches, Development And Systems.
New York: Routledge.
[7] Danielson, C. (2014). A Collection of
Performance Task and Rubrics: Middle
School Mathematics. New York:
Routledge.
[8] Djemari Mardapi. (2012). Pengukuran
Penilaian & Evaluasi Pendidikan.
Yogyakarta: Nuha Litera.
23
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
DEVELOPING THE MODEL TEACHERPRENEUR IN
VOCATIONAL SECONDARY SCHOOL TO IMPROVE
LEARNING QUALITY
Wisnu Rachmad Prihadi & Galeh Nur Indriatno Putra Pratama,
Faculty of Engineering, Yogyakarta State University
wisnurachmadprihadi@gmail.com & galehnurpp@gmail.com
Abstract
This research aims to: (1) reveal the teacher’s professional development model which has been
applied; (2) reveal the development model of teacherpreneur; and (3) test the internal
effectiveness of teacherpreneur development model in the vocational secondary schools (SMK)
which run the Study Program of Technology and Engineering Expertise. This research
employed the research and development method which consisted of three steps: preliminary
study, model development, and internal model testing. It was conducted at SMK Negeri 2
Yogyakarta, SMK Muhammadiyah 3 Yogyakarta, SMK Negeri 3 Yogyakarta, SMK
Perindustrian, SMK PIRI 1 Yogyakarta, and SMK Taman Siswa Jetis Yogyakarta.The research
data were collected through indepth interviews and observation. The results of this research are
as follows. (1) The professional development of teacher is from the government and school. The
government program has been scheduled consistingof consensus of subject teacher forum
(MGMP), OJT, socialization of curriculum, examination of competence, and training of
assessor. The school program depends on the policies and strategies of each principal. (2) The
development model consists of competency, creativity, and effectiveness. (3) The result of
internal effectiveness testing which involved the bureaucrat of the City Education Office, the
experts of vocational education, and the SMK administrators concluded that: (a) 92.83% of
experts agreed that the components of the model are sufficient; (b) 91.65% of experts agreed
that the structure of the components of the model has been understood; (c) 95.83% of experts
agreed that the relationship between the components is clear; (d) 95.83% of experts agreed that
the model has good readability; (e) 95.83% of experts agreed that the model is acceptable; and
(f) 87.5% of experts agreed that the model is effective if it is implemented.
24
32
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
PROTOTYPE OF AUGMENTED REALITY TECHNOLOGY
BASED ON SMARTPHONE FOR CHILDREN READING
MEDIA
ABSTRACT
Background: This study aims to determine the performance of the prototype of Augmented Reality technology
on smartphones in visualizing the children reading media. Objective: Research along with the development of
a prototype application conducted using experimental research methods with prototype software development
model. Smartphone camera resolution samples used is 5 Mega Pixel, 8 Mega Pixel, 16 Mega Pixel. As well as
eleventh images marker is used as the target sample in the testing process. Prototype application performance
in visualizing the reading media tested with blackbox testing model based on object-making aspects of the
distance, the angle of the object, and object lighting conditions.. Results: The percentage of success in the
prototype application read the image marker and display a visualization of 3D objects based on the three
types of smartphone cameras are respectively 68.37%; 62.50%; 70.45%.. Conclusion: Based on the blackbox
test results known that the performance of the prototype of Augmented Reality technology on smartphones in
visualizing the child reading media can be optimally at a distance of 15 cm retrieval with success percentage
of 74.49%, with the angle of the 'medium' in the range of 300-600 with a success percentage of 72.35%, and
the lighting conditions using 8 watt fluorescent lamp which is equivalent to 475 lumen with a success
percentage of 91.67%.
In the implementation process, the programming Angle is divided into three parts, namely 'high'
language used is C # language and Unity. The angle in the range of 00 to 300 of the vertical line,
three-dimensional shape of the object visualization 'medium' angle in the range of 300 to 600, and a
created using 3D design facilities owned by Unity. 'low' angle in the range of 600 to 900 of the
For the manufacture of image markers, using vertical line. There are four distance conditions, at
CorelDraw X4 applications using scientific logo a distance of 5 cm, 10 cm, 15 cm and 20 cm from
planet each object as the contents of the image the image marker to the camera.
marker. Image markers made using black and
white in order to contrast the difference in the form Based on observations, it is known that there are
of images to facilitate the reading process. some conditions in which the 3D objects displayed
successfully and unsuccessfully displayed.
In the process of data analysis or testing, Overall, smartphone with the quality of the camera
application technology implementation 16 Mega Pixel marker can recognize and display
Augmented reality tested using blackbox using 3D objects are best among the three smartphones
this type of testing functional and non-functional were tested with success percentage of 70.45%.
which were tested was limited to whether the Further to smartphone with a quality camera of 8
application is functioning properly or does not Mega Pixel has a success rate of 68.37%. For
match the requirements visually without observing smartphone with a 5 Mega Pixel camera quality
the performance of each program code , The has a success rate of 62.50%. The following
variables in this test is taking distance, angle, Figure 2 is a graphic comparison of the percentage
lighting conditions, type of device / smartphone of success is based on the type of smartphone
and quality of the camera on the smartphone. cameras with maximum control indicator is 100%.
While this type of testing to be done is making
distance test, angle test, test lighting conditions. Figure 2. Success Percentage Chart by
Smartphone Cameras
RESULT AND ANALYSIS
Based on the lighting conditions, making using
Research Result fluorescent light / lamp 8 watt has the highest
The products produced in this study is a prototype success rate in the display of 3D objects by
application that used on Android-based 91.67%. 5 watt LED lamp has a success rate of
smartphones with Augmented Reality technology 88.89%. And 5 watt fluorescent lamp has a
to implement along with a reading book as an success rate of 87.88%. To capture without the use
image marker that will be read by the application. of lights, all experiments are failed to read the
Applications can recognize 11 types of image images marker and display 3D objects so that the
markers that has been created and produced 11 percentage of success to 0%. The following Figure
types of three-dimensional objects to be displayed. 3 is a graphic comparison of the percentage of
success is based on lighting conditions with
Analysis maximum control indicator is 100%.
35
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
of 68.94%. Here figure 6 that is a comparison chart
Figure 3. Success Percentage Chart Based on picture percentage of success is based on angle
Lighting Conditions with maximum control indicator is 100%.
As if it was observed by a sample image marker, Figure 6. Success Percentage Chart Based on
an image marker number eighth that displays the Angle
objects Jupiter most easily recognizable and
displaying 3D objects with a success percentage of Based on the chart the percentage of each test, the
75.00%. Out second most easily recognizable and unsuccessful application in displaying 3D objects
displays the object is the first image marker that due to two factors. First, the lack of a functioning
displays object of galaxies have success facility of auto focus on the smartphone cameras is
percentage of 73.61%. For the most difficult to used especially when shooting with the angle of
recognize that the fifth image marker that displays the 'low' on the vertical line by making a far
the objects moon with the smallest percentage of distance is 20 cm. Second, the cause of the failure
success among the sample of images marker that is of the application reads the image marker is also
equal to 62.50%. The following figure 4 is a due to the location of the three-dimensional object
graphic comparison of the percentage of success is is generated by the image marker is in a position
based on the type of image marker with maximum above 5 cm perpendicular from the image marker.
control indicator is 100%. Except for the objects 'Galaxy', 'Sun', 'Jupiter' and
'Uranus' which has a large size of the object so that
Figure 4. Success Percentage Chart by Type of the distance of 5 cm is still a fraction of the image
Marker of the three-dimensional object. That conditions is
descripted as the following figure 7 and 8.
If observed by the distance from image marker to
camera, at a distance of 15 cm from the image is Figure 7. Graphic Description About The 3D
most easily to recognize and display the 3D Object Generating Error
objects with a success percentage of 74.49%. As
for the distance of 5 cm from the image is the most Figure 8. Graphic Description About The 3D
difficult to recognize and display the 3D objects Object Small Fragment
with a success percentage of 54.04%. At a distance
of 10 cm from the marker have success percentage The factor of cameras resolution and smartphones
of 71.21%. And for a distance of 20 cm from the type is too less visible effect on the performance of
marker have success percentage of 68.69%. The the prototype in recognizing the image marker and
following Figure 5 is a graphic comparison of the display three-dimensional object. For lighting, the
percentage of success is based on the distance with appearance of a shadow on the image marker may
maximum control indicator is 100%. hinder the recognition process by the camera
because there are differences in the color contrast
Figure 5. Success Percentage Chart Based on between the shaded area and are not shaded.
Distance
CONCLUSIONS
Based on the angle, the angle of the 'medium' with
a range of 300 to 600 of the most easily recognized Conclusions
the image marker and display the 3D object with a The conclusions based on the results of research
success percentage of 72.35%. While the angle of that has been done as follows: The prototype of
the 'high' of the vertical line with the range of 00 to Augmented Reality technology as visualization of
300 of the most difficult to recognize and display children reading media on the smartphone device
the 3D object with a success percentage of with a camera quality is 5 Mega Pixel are able to
60.04%. For the angle of the 'low' of the vertical display 3D objects with an overall success rate of
line with a range of 600 to 900 has a success rate 62.50%. As for the smartphone device with a
36
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
quality of camera is 8 Mega Pixel are able to [3] Kustandi, Cecep dkk. 2011. Media Pembela-
display 3D objects with an overall success rate of jaran. Ghalia Indonesia : 7.
68.37%. And on smartphones with 16 Mega Pixel
camera quality are able to display 3D objects with [4] Kustandi, Cecep dkk. 2011. Media Pembela-
an overall success rate of 70.45%. jaran. Ghalia Indonesia : 29.
The performance of the prototype Augmented [5] Domhan, Tobias. 2010. Thesis Augmented
Reality technology based on smartphones in reality on Android Smartphones. Duale
visualizing the children reading media can be Hochschule Baden - Württemberg (Baden -
optimally at a distance of 15 cm retrieval with Wuerttemberg Cooperative State University) -
success percentage of 74.49%, with the angle of Department of Information Technology : 8.
the 'medium' in the range of 300-600 with a
success percentage of 72.35% , and lighting [6] Wikipedia - Wikimedia Foundation. 2015.
conditions using 8 watt fluorescent lamp which is https://en.wikipedia.org/wiki/Augmented_reality#
equivalent to 475 lumen with a success percentage History Accessed at April 29, 2015.
of 91.67%.
[7] Pasaréti, Otília. 2011. Journal Augment-ed
REFERENCES reality in Education. Eötvös Loránd University
Faculty of Informatics : 1 - 15.
[1] Tim Pusat Bahasa Depdiknas. 2008. Kamus
Besar Bahasa Indonesia. Depdiknas : 1002. [8] Rosa A. S, M. Shalahuddin. 2014. Rekayasa
Perangkat Lunak. Informatika : 31 - 33
[2] Kustandi, Cecep dkk. 2011. Media Pembela-
jaran. Ghalia Indonesia : 7.
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
VIDEO CLIP APPLICATION FOR FOSTERING FAMILY
WELFARE’S CADRE ON LEARN TO MAKING BREAD
ABSTRACT
This research aims to develop learning media video clip for making bread for the fostering family welfare (PKK) cadre.
Outcomes of this study is to produce instructional media-based Video Clip for the development of learning materials that
will be used to make bread by member of PKK. This design study conducted at two places, namely Education
Technology Program and Cateringn Program, Family Welfare Science , State University of Jakarta. Common objectives
based instructional media design Video Clips about making bread is PKK cadres in east Jakarta and general public.
Media video clip in this study, gradually revised after consultation to the media expert and also the expert material. Data
is collected in order to provide reference for the revision of the format of the material gradually. The revised is then used
for trial phase 2, namely small group evaluation. The data obtained were used as a reference for the revision prepared
for the second fiscal year of this study. In the second year, the prototype will then be tested in large group. Results of the
evaluation were considered to meet the standards of the future media Video Clip of bread making use through education
and learning mechanism by members of PKK cadres. Design made well, efficient, effective and innovative so that it can
be easily understood and can be applied as a final destination guide to learning or knowledge in making the sweet
breads of various content and form. Based on the results of the assessment of media experts test the overall average
values achieved are good that the point value of 4.14. Based on the calculation, criteria for the percentage obtained
which 82.86% are in very good criteria. Based on the calculation of test by the expert results overall average values
achieved are good that the point value of 4.46. By looking at the calculation, criteria for the percentage obtained which
89.14% are in very good criteria.
48
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
INFLUENCE MODEL OF LEARNING AND
LEARNING INTEREST AGAINST THE RESULTS OF
LEARNING PHYSICS
Ermi Medias
Abstract
The research aims to reveal the influence of learning model and learning interest on
student’s physics achievement. The research was conducted at SMK Telkom Sandhy Putra
Jakarta. The experiment was conducted using 2x2 factorial designs. The research concludes
that: (1) Physics achievements of students who took part in Quantum Learning are higher
than those who partipated in Expository model; (2) There is interaction between learning
model and learning interest on student’s physics achievement; (3) Physics achievement of
the students having high learning interest and taking part in Expository Learning Model are
higher than those participating in Quantum Learning Model; (4) Physics achievement of the
students having low learning interest and taking part in Quantum Learning Model are
higher than those participating in Expository Learning Model.
I. INTRODUCTION
In education, everything must be planned part of the annual basic science of nature's
and done in accordance with the goal of most fundamental and became the backbone
keeping the results of education it can be for the development of science and
beneficial to the student and became a technology. Development of students '
capital of the basis for the survival of ability in physics is one of the keys to
learners with other communities. To achieve success and improved skills in adapting to
this, each individual will need to undergo a the changes of the era of globalization.
process of education and learning itself. It
was in accordance with the opinion of the The science of physics is actually very
Ward who stresses that education is a interesting to study because it examines the
process of improvement which has the main things that exist around humans, primarily
function in improving the quality of life of related to natural events. However, the
the people (team development of science reality in the field (based on informal
education, 2007:230). interviews to some students and observation
the author in SMK Telkom Sandhy Putra
Vocational education should be able to Jakarta) shows that in the learning process
equip students with finding science concepts of physics students look less enthusiasm,
with mature, so that the problems that will creativity, and low power student being
arise in the future can be anticipated. indifferent. This is because Physics is
Physics is one of the subjects that exist in regarded as the science which cannot be
Adaptive curriculum at Vocational School applied in the technology. In fact, for most
areas of expertise in Technology. Physics is
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
students, physics is a subject that is very
frightening and always wanted to avoid. Based on the results of interviews with the
X-grade physics teacher in SMK Telkom
On the other hand, the Vocational School is Sandhy Putra Jakarta and direct observation,
required to prepare graduates with during the learning process of teachers are
competencies have been defined in order to more likely to convey the matter verbally
be able to compete in the world of with the look of the power point
business/industry or compete at the level of presentation and instantly giving handouts
higher education, in accordance with power point form of the material/concepts
REGULATION No. 29 of 1990 about that are prepared. During learning, the
secondary education that "Vocational students sit listening material and records
secondary education give priority to the was then asked to reveal back material
preparation of students to enter the which has been described after the
workforce and develop a professional completion of the discussion. Based on the
attitude" (Government regulation of the characteristics of the implementation of the
Republic of Indonesia, 1990:1). The study which was carried out at this time, the
competence of graduates of SMK refers to learning model used is a model of
the needs of the workforce that is able to expository learning because in this case,
compete in the information age, teachers have a very dominant role. The
communication, and technology. learning model as it makes the students
viewed as the object that receives the
One of the factors that affect the quality or explanations from the teacher, make
the quality of education is the competence of students become less active, and does not
the students. Meanwhile, the competence of stir up interest in his studies of learning
the students is influenced by a variety of outcomes resulting in less than optimal.
factors, both internal factors (of the
students), such as: intelligence, interests, and The learning model applied in learning in
motivation; as well as external factors (from the classroom will indirectly affect the
the surrounding environment), such as: activity of students. If the liveliness of
teachers, curriculum, facilities, students included in the learning process,
implementation of learning. One of the students will feel itself play a role, so that it
many factors that affect the process and will have the responsibility in the learning.
quality of learning is a factor of the students But conversely, if during the process of
themselves, i.e. the learning interest of learning the most dominate teachers,
students. Therefore, teachers must be able to students will feel indifferent and has no
create a situation that can support the responsibility in the learning.
development of student learning, including The selection of an appropriate
in encourage students to explore its potential learning model can create a cozy atmosphere
so that it can improve the results of the and fun. Quantum learning model is one of
study. the learning models insist freedom, relaxing,
amazing, fun, and exciting. Characteristics
In the learning activities, interest is all the in the model of quantum learning i.e.
driving force in students a learning activity structuring a learning environment that is
that creates continuity of learning activities comfortable and fun as well as using a
and provide direction on learning activities customized musical accompaniment with the
so that the desired goals can be achieved. mood.
Interest in studying the psychic factor is a
non-intellectual. A student who has a high Based on the exposure of the problem
intelligence, could only get a low learning above, then the author will conduct research
outcomes due to lack of interest in learning. under the title "influence Model of learning
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
and Learning Interest against the results of (create): in this stage, the student is required
the Study of Physics". to combine several elements into a unified
whole or create original product. There are
The Results of Learning Physics three kinds of cognitive process that belongs
skill in using formulas, concepts, and in this category, namely, producing,
procedures is very important in the physics planning, and producing (Krathwohl,
calculations. Munn in Harrow defines about 2002:213 – 218).
skill, that of expertise do the task (Harrow, From the above description, it can be
1972:56). Therefore, errors in the use of concluded that the results of the study of
formulas, concepts, and procedures of any physics referred to in this research is the
calculation of course wrong, resulting in level of mastery of the students against the
errors in the determination of the magnitude subject matter of physics was studied after
of quantity in physics. The results of the was given a test on the cognitive aspects of
study subjects in Physics is a measure that learning Physics during a certain period of
indicates how far the physics learning time based on the plan of implementation of
objectives have been achieved by the the learning that has been set.
learners through experiential learning that
has been acquired by looking at actual The Learning Model
capability level measured. The actual Learning can be defined as a planning or a
capabilities within the cognitive domain pattern that is used as a guide in planning
include: (1) remember (remember): the learning in the classroom or learning.
remembering is the process of retrieving Function model of learning is as guidelines
relevant knowledge of long-term memory. for designers of learning and teachers in
Included in activities bearing in mind, implementing the learning (Trianto,
namely to recognize (recognizing) and call 2010:15). Strengthen the sense of Sagala
back/remember (recalling). (2) understand Syaiful by explaining that the learning
(understand): in this stage, the students model is a conceptual framework that
demanded to determine the meaning of the contains systematic procedures and
message learning, whether oral, written, or organizing the learning experience of
graphic communications. That is included in students to achieve specific learning
this activity is to interpret, exemplify, objectives are functioning as a guideline for
classifying, summarizing, comparing, and teachers in learning (Sagala, 2010:176).
concludes, explains. (3) apply (apply): in
this stage, the student is required to carry out As for Soekamto in the posited meaning of
or to use the procedure in a given situation. Trianto said, learning model is a conceptual
The activities included in the stage to apply framework that describes a systematic
(apply) is running (executing) and procedures in organizing the learning
implement (implementing). (4) Analyze experience to achieve specific learning
(analyze): in this stage, the student is objectives, and serves as a guide for learning
required to break down the material into designers and teachers in planning activities
sections constituting and detect how the of learning. (Trianto, 2009:22). Added by
parts relate to each other and form an overall Kardi and Noor that the term learning model
structure. Included in activities analyzing is has a wider meaning than the strategies,
the differentiating, organizing, and linking. methods or procedures (Kardi, 2000:9).
(5) Evaluate (evaluate): in stage of Arends said, "The Term teaching model
evaluating, students create a consideration or refers to a particular approach to instruction
assessment based on criteria and standards that includes its goals, syntax, environment,
that exist. There are two kinds of cognitive and management system" (Arends, 1997:7).
processes that are included in this category, That means that the term model of learning
i.e. checking and critiquing. (6) Create leads to a certain learning approach
51
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
including its purpose, is, its environment, according to a model of learning, Nieveen is
and systems management. said to be good if it meets the following
criteria: (1) Valid (invalid). Validity of the
From the opinion of some experts in the aspects associated with two things, namely:
above model of learning can be defined as (a) whether the model developed is based on
the description of a learning environment a strong theoretical rationale; and (b)
that shows a pattern on a learning process whether there is internal consistency. (2)
and result in certain environments that cause Practical. The aspects practicality can be
students to interact so that the change met only if: (a) experts and practitioners
occurred especially on the behaviour of menyatkan that what is developed can be
students. The learning model in it contained applied; and (b) reality shows that what is
learning strategies, i.e., a pattern of learning developed can be applied. (3) effective.
activity used to achieve learning objectives. With regard to the effectiveness of this,
Therefore, the learning model is very helpful provide the following parameters Nieveen:
in determining the teacher thing has to be (a) expert and practitioner based mirrors the
done in the class in order to achieve learning experience stated that the effective model;
objectives. and (b) the models operationally provide the
results as expected (Nieveen, 1999:127).
The learning model has four special
characteristics which are not owned by the Quantum Learning Model
strategy, methods or procedures. These traits The term quantum or in bahasa
are: (a) the theoretical logical Rational Indonesia are written with "quantum" has
composed by the creators or development; the meaning as part of the energy can not be
(b) the Foundation of thought about what separated again. The term quantum was first
and how students learn (learning objectives introduced by Max Planck, a German
to be accomplished); (c) the behavior of physicist, Germany at the end of the 19th
learning that is needed to that model can be century in the quantum theory of light to
implemented successfully; and (d) the explain the blackbody radiation (Wirjawan,
necessary learning environment so that 2001:1). At the time he found a valid
learning objectives that can be achieved Physics formulas can cope with ultraviolet
(Trianto, 2009:22). catastrophe. Since then, the term quantum is
widely used in various aspects of life, one of
In addition to the above characteristics, which is used in the field of education and
according to Joyce and Weil in Dills and learning (Siregar and Nara, 2010:81).
Romiszowski, learning model has four main
elements, namely (1) syntax, i.e. operational In the world of education, the term quantum
measures learning, (2) social system, namely is often referred to as Quantum Learning.
atmosphere and norms/rules that apply in Quantum Learning stem from an effort
learning, (3) principles of reaction, i.e. Lazonov, Bulgarian Citizen, an educator
depiction of how teachers perceive, treats, who is experimenting with so-called
and respond to students, (4) support system, Suggestology or Suggestopedia. The
i.e. any means, materials, tools, or learning principle is that the suggestion could and
environment that supports learning , such as definitely influence the results of the
the arrangement of the classroom or learning situation, and every detail of events
curriculum material that can help learning of any kind can provide positive or negative
success (Drills and Romiszowski, suggestion (DePorter and Hernacki,
1997:522). 2007:14).
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Tukey Test
The results of hypothesis testing research
stated that there is an interaction between
the learning model with an interest in
learning, then the analysis followed by
Tukey test. Based on the results of the
analysis of the variance two, knowable
existence influences the interaction model of
learning and learning interest of students
toward outcome studied physics. Then
conducted further analysis using the Tukey
test, to find out which group was higher
significantly. Tukey test results summarized
in table 5.
Average Sta
Cri
Figure 1 interaction between learning with Aver tisti
tics
student learning interest age c
Val Res
No Com Tes
Xi Xj ue ults
parat t
Figure 1 shows clearly that there is an (Qt
interaction between the model of learning ion (Qc
able)
ount)
with the learning interest of students. This is
indicated by the intersection of a straight A1 – 81. 77. 4.0 3.9 Den
1
line between the use of the learning model A2 82 95 2 4 ied
(Quantum Learning and Expository) and a A1B
straight line interest learning students (high 1 – 75. 81. 4.3 4.2 Den
2
and low). A2B 45 36 5 6 ied
1
A1B
T-test 2 – 88. 74. 10. 4.2 Den
3
The results of hypothesis testing studies A2B 18 55 03 6 ied
States that there is a difference of the results 2
between significant studied physics using
Model of Quantum Learning with Learning Based on the above calculations, then the
Models Expository. Therefore, continued hypothesis that answered was:
with the analysis of the test t, with a (1) results of the first Hypothesis
hypothesis of statistics as follows: studied physics at students during the
H0 : µA1 = µA2 learning in the classroom using the
H1 : µA1 > µA2 Model of Quantum Learning on
students is higher than that for
Based on the results of test calculations learning in the classroom using
which show that t = t-count > t-table 1.88 Learning Model Expository. The
(0.05; 43) = 1.68 then H0 is rejected. With a average value of the outcomes
mean, mean H0 turned the Group of students studied physics students who follow
that use Quantum Learning Model higher learning by using Quantum Learning
than groups of students that use a Model of Model was 88.97 raw Byway with
learning Expository. 8.10; While groups of students that
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Faculty of Engineering, Universitas Negeri Jakarta
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Jakarta, October 27th 2015
use a Model of learning Expository between the learning model with an
average value of raw Byway with interest in student learning against the
77.95 5.27. Test results two lines results of the study of physics.
anava refused H ¬ 0 which States (3) a third Hypothesis: the results of a study
that the average score of the Group of physics learning interest in students is
of students who learn by using the high among students for learning using
Model of Quantum Learning (A1) is Learning Expository Model higher than
equal to the average score of the on a student during the learning using
Group of students who learn by models of Quantum Learning. The
using the Model of learning average value of the results of the study
Expository (A2) because Fh > Ft of physics learning interest of students of
(0.05). With turned H0 then it can be higher learning by using following
inferred that there is a difference in Model Quantum Learning is its junction
the results of studying the Group of with 75.46 raw + 5.22; While groups of
students who learn to use the Model students with an interest in high-learning
of Quantum Learning (A1) and the Learning Model with the following
results of a study group of students Expository the average value was 81.36
who learn to use the Learning Model with raw Byway 3.93. The results of the
Expository (A2). Test results t and test of anava reject H ¬ 0 which States
Tukey test reject H0 stating that the that the average score of the Group of
average score of the Group of students with an interest in high-learning
students who learn by using the learning by using the Model of Quantum
Model of Quantum Learning (A1) is Learning (A1B1) is equal to the average
equal to the average score of the score of the Group of students with an
Group of students who learn by interest in learning of higher learning by
using the Model of learning using Learning Models Expository
Expository (A2) because t-count = t- (A2B1) because Fh > Ft. With turned H0
table > 1.88 (0.05; 43) = 1.68 and Qh then it can be inferred that there is a
= 4.02 > Qt = 3.94. With turned H0, difference the average results of study
H1 then received, stating that the groups of students with an interest in
average score of the Group of high-learning using Models and
students who learn by using the Quantum Learning Group of students
Model of Quantum Learning (A1) is with an interest in high-learning using
higher than the average score of the Learning Model Expository. The results
Group of students who learn by of a test of Tukey reject H0 stating that
using the Model of learning the average score of the Group of
Expository (A2). students with an interest in high-learning
learning by using Quantum Learning
(2) the second Hypothesis: there is the Model the same as the average score of
influence of the interaction model of the Group of students with an interest in
learning and learning interest against the learning of higher learning by using
results of the study of physics. Anava Learning Expository Model due to Qh =
test results two lines rejected the zero 1 Qt > = 4.26. With turned H0, H1 then
hypothesis (H0) stating that there is no received, stating that the average score
influence of the interaction between the of the Group of students with an interest
learning model with an interest in in high-learning learning by using
student learning because Fh = 51.65 > Ft Learning Model Expository is higher
(0.05) = 4.08. With turned H0, then the than the average score of the Group of
alternative hypothesis (H1), so that it can students with an interest in learning of
be said that there is an interaction higher learning using models of
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Faculty of Engineering, Universitas Negeri Jakarta
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Jakarta, October 27th 2015
Quantum Learning.
(4) the fourth Hypothesis: the results studied IV. RESULTS
physics at students with low learning
interest among students for learning Quantum Learning model used in this study
using models of Quantum Learning on aims to improve the learning results of
students is higher than that for learning physics. The results showed that use of
using Learning Model Expository. The Quantum Learning Model provides a more
average value of the outcomes studied optimal outcomes for students who have an
physics students with low learning interest in learning. Quantum Learning
interest for learning using models of model is less than optimal when applied to
Quantum Learning was 88.18 with raw students with an interest in learning. This is
Byway 4.62; While groups of students because the characteristics of a Model of
with low learning interest of learning Quantum Learning demands a lot of
with models that follow the Learning preparation in the beginning of the study,
Expository the average value was 74.55 such as working in groups, writing down the
raw Byway with 4.16. The results of the words of motivation, making notes with the
test of anava reject H ¬ 0 which States layout and less colorful according to the
that the average score of the Group of characteristics of individuals with an interest
students with low learning interest in in learning.
learning by using the Model of Quantum The results showed that for students
Learning (A1B2) is equal to the average with an interest in learning high then
score of the Group of students with low learning that gives optimum result is
learning interest in learning by using Expository Learning Models, but as a whole
Learning Models Expository (A2B2) it is evident that the results studied physics
because Fh > ft. With H0 turned it then it student group that uses Quantum Learning
can be inferred that there is a difference Model higher than groups of students that
in the results of study groups of students use Model Expository.
with low learning interest in learning by
using the Model of Quantum Learning Learning from the results of research and
(A1B2) and average score groups of data processing has been done, then there
students with low learning interest in are some research findings that can be
learning by using Learning Models summed up , among other things: (1) it is
Expository (A2B2). The results of a test evident that the results studied physics to a
of Tukey reject H0 stating that the group of students during the learning in the
average score of the Group of students classroom using the Quantum Learning
with low learning interest in learning by Model is higher than in the Group of
using the Model of Quantum Learning students during the learning in the classroom
(A1B2) is equal to the average score of using Learning Models Expository; (2) it is
the Group of students with low learning evident that there is an influence of the
interest in learning by using Learning interaction model of learning and learning
Models Expository (A2B2) due to Qh > interest against the results of learning
Qt. With turned H0. then H1 is accepted, Physics; (3) it is evident that the application
stating that the average score of the of the Model of learning Expository learning
Group of students with low learning outcomes of higher Physics for Students
interest in learning by using the Model which has an interest in learning high; (4) it
of Quantum Learning (A1B2) is equal to is evident that the application of the Model
the average score of the group is higher of Quantum Learning outcomes learning
than the low learning interest in learning Physics is higher for the Students Group
by using Learning Models Expository which has a low learning interest.
(A2B2).
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Jakarta, October 27th 2015
For the teachers at the school, can apply [13] Nieveen. Design Approaches and
learning models that can be adapted to the Tools in Education and Training.
characteristics and objectives of lessons Dordrecht: Kluwer Academic
which will be achieved. Do not cover the
Publisher, 1999.
possibility of learning Expository learning
model and Quantum Learning experimented [14] Peraturan Pemerintah Republik
on level of education and different subjects. Indonesia No. 29 tahun 1990 tentang
Pendidikan Menengah, Pasal 1.
REFERENCES [15] Sagala, Syaiful. Konsep dan Makna
[1] Arends, Richards I. Classroom Pembelajaran. Bandung: Alfabeta,
Instructional Management. New York: 2010.
The McGraw- Hill Company, 1997. [16] Sanjaya, Wina. Strategi Pembelajaran
[2] Crow, Lester D. & Alice Crow. Berorientasi Standar Proses
Educational Psychology terjemahan Pendidikan. Jakarta: Kencana Prenada
Abd. Rahman Abror,. Yogyakarta: Nur Media, 2008.
Cahaya, 1989. [17] Siregar, Eveline dan Hartini Nara.
[3] DePorter, Bobbi dan Mike Hernacki. Teori Belajar dan Pembelajaran.
Quantum Learning: Membiasakan Bogor: Ghalia Indonesia, 2010.
Belajar Nyaman dan Menyenangkan [18] Slameto. Belajar dan Faktor-faktor
terjemahan Alwiyah Abdurrahman. yang Mempengaruhinya. Jakarta:
Bandung: Kaifa, 2007. Rineka Cipta, 2010.
[4] Dimyati dan Mudjiono. Belajar dan [19] Syah, Muhibbin. Psikologi Pendidikan
Pembelajaran. Jakarta: Rineka Cipta, dengan Pendekatan Baru. Bandung:
2006. Rosda karya, 2011.
[5] Djaali. Psikologi Pendidikan. Jakarta: [20] Tim Pengembang Ilmu Pendidikan FIP
Bumi Aksara, 2007. – UPI. Ilmu & Aplikasi Pendidikan
[6] Drills, Charles R. and Alexander J. Bagian 1: Ilmu Pendidikan Teoretis.
Romiszowski. Instructional Bandung: Imtima, 2007.
Development Paradigms. New Jersey: [21] Trianto. Model-Model Pembelajaran
Educational Technology Publications, Inovatif Berorientasi Konstruktivstik.
Inc., 1997. Jakarta: Prestasi Pustaka, 2009.
[7] Faisal, Amir dan Zulfanah. Menyiapkan [22] Trianto. Mendesain Model
Anak Jadi Juara. Jakarta: Elex Media Pembelajaran Inovatif-Progresif.
Komputindo, 2008. Jakarta: Kencana, 2010.
[8] Harrow, Anita J.. A Taxonomy of the [23] Winkel, W.S.. Psikologi Pengajaran.
Psychomotor Domain. New York: Jakarta: PT. Gramedia Widiasarana
Longman Inc., 1972. Indonesia, 1999.
[9] Kardi, Soeparman dan Mohamad Nur. [24] Wirjawan, Djoko. “Teknologi
Pengajaran Langsung. Surabaya: Kuantum dan Komputer Masa
University Press, 2000. Depan,” Harian Kompas 27 Mei 2001.
[10] Krathwohl, David R, “A Revision of http://www.komputasi.lipi.go.id/utama
Bloom’s Taxonomy: An Overview” .cgi?cetakartikel&1227938582
Theory into Practice, Volume 41. (diakses 1 Juni 2013).
Number 4. Autumn 2002. Ohio: Ohio
State University.
[11] Miarso, Yusufhadi. Menyemai Benih
Teknologi Pendidikan. Jakarta: Prenada
Media, 2004.
[12] Mulyasa, E. Menjadi Guru Profesional.
Bandung: Remaja Rosdakarya, 2007.
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
DEVELOPMENT VIDEO AS MEDIA FOR DIABETES
MELLITUS AMONG PRE-ELDERLY
Ari Istiany
Cullinary Art Major-Faculty of Engineering-Universitas Negeri Jakarta
H building H 2nd floor, Universitas Negeri Jakarta, Rawamangun Muka, Jakarta Timur
+62214715094
aristiany@gmail.com
ABSTRACT
According to WHO, Indonesia is in ranks 4th of people with diabetes mellitus in the world. The
reason is the wrong diet method. Thereby to prevent the occurrence of diabetes at an early stage, then
the pre-elderly, especially in urban areas, should be given an education about diabetes mellitus.
Therefore, this study was conducted with the objective to develop a video media about pre-diabetes
among the elderly. The research samples are 27 pre-elderly (45-55 yo) to assess the media as well as
one of the experts on diabetes mellitus issue. Data collection techniques are, preparation, assessment,
media development, assessment by media expert, survey, focus group discussion, and media revision.
The entire qualitative and quantitative data that had been collected will be analyzed descriptively in a
frequency distribution table, the average value, minimum value, maximum value, and standard
deviation. The result of the study, such as average value based on the result of expert assessment of
the overall material is good that is achieved with an average value 3.93, average value of individual
test result 3.2, limited trial with 3.4, and field trial with 4.4.
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Respondents in this study were pre-elderly aged In this phase is limited test, media product is
45-59 years. The results showed the average tested to 5 respondents simultaneously.
age of respondents 53 years old with the Number of questions posed by 5 closed
youngest 45 and the oldest 59 years old. A total questions and one question in the form of notes,
of 18.5% of respondents aged 45-50 years, criticisms, and suggestions. From the test
66.7% aged 51-55 years, and 14.8% of results of this media, information obtained as
respondents aged 56-59 years. Here is the follows:
frequency of data taken from the age of 27
respondents in this study: By looking at the results of the calculation
above, the overall average values achieved are
B.2. education level good, with overall score of 17 with an average
Here are the latest education data frequency value of 3.4. This shows that the media has a
taken from 27 respondents in this study: quality that can be considered good.
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Jakarta, October 27th 2015
[3] Barr, S.I., McCarron, D.A., Heaney, R.P.,
E. Product Analysis Dawson-Hughes, B., Berga, S.L., Stern,
J.S. & Oparil, S. 2000. Effects of
E.1. Product Name increased consumption of fluid milk on
This research resulted a product 'Media Video energy and nutrient intake, body weight,
about diabetes mellitus (DM) to improve the and cardiovascular risk factors in healthy
knowledge of pre-elderly "material that is older adults. Journal of The American
presented in the form of VCD is about the Dietetic Association 100:810-817.
definition of DM, the occurrence, how to
detect, symptoms, causes, types, groups at high [4] Bilous, R. 2002. Bimbingan Dokter pada
risk for diabetes mellitus, complications, Diabetes, Jakarta: Dian Rakyat
prevention and treatment, the recommended
foodstuffs, restricted and avoided, glycemic [5] Dictionary of Food Science & Nutrition.
index and diet for people with diabetes. 1998. Kuala Lumpur: Golden Books
Center.
E.2. Characteristic
To operate the media there are the system [6] Hadi, H. 2005. Beban Ganda Masalah
requirements that must be met. This program Gizi dan Implikasinya Terhadap
can be deployed and run on a TV set and a Kebijakan Pembangunan Kesehatan
DVD player, can also be used with a computer. Nasional. www.gizi.net. [7 Juni 2007].
E.3. Advantage
The advantages of these products can save time, [7] Istiany, A., Rusilanti dan Sachriani. 2009.
and can be played repeatedly. Revitalisasi Pos Pembinaan Terpadu
Dalam Peningkatan Kesehatan dan Status
Gizi Lansia Berbasis Pemberdayaan
VI. CONCLUSION Masyarakat. Jakarta: Laporan Hasil
Penelitian.
The average value is based on the results of
expert assessment of the overall material [8] Istiany, A. & Rusilanti. 2012. Analisis
achieved is good that the points value of 3.93. Daya Terima terhadap Variasi Menu
This figure shows that the material presented in dengan IG rendah untuk Penderita
the media has a quality that can be considered Diabetes Mellitus. Jakarta: Laporan Hasil
good. Penelitian.
The average value of individual test results of [9] Karim, N.A & Kather, H.M.M. 2003.
3.2 (both categories), limited testing of 3.4 Nutritional Status and Food Habits of
(both categories) and field trials of 4.4 (very Middle-aged Adults in Selected Areas of
good category) Selangor. Mal J Nutr 9(2): 125-136.
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
MODEL DESIGN OF EDUCATION REGARDING
ESTABLISHMENT OF PREFERENCES CHILDS’
NUTRITIONAL MEALS WOMEN BASED
COMMUNITY DEVELOPMENT
Mutiara Dahlia 1, Rusilanti2, Sachriani3, Nur Riska T4
1234Cullinary Art Major, Family Welfare Studies, Faculty of Engineering, Universitas
Negeri Jakarta
e-mail: rusilanti@gmail.com
Abstract
This study aimed to analyzing the effectiveness of media using in form of DVD and Video in the
design of educational model of the formation of the child's favorite food is nutritionally balanced
against the mother based on community empowerment that can be used by the cadre's and housewives
Rawamangun village. This study uses Quasi Experiment by using two groups: the control group and
the experimental group. The first year has produced media in the form of DVDs and videos containing
material about nutrition related to the nutritional needs of infants, the selection of nutritious food
ingredients and processing methods that a healthy balanced diet and loved by children under five.
Results of analysis of variance of two lines between the columns of F = 15.89 price obtained is
greater than the F table = 4.11 at significance level α = 0.05. This value indicates that the cadre's
learning outcomes with the media in the form of DVD and video better than the media handout.
Results of analysis of variance calculation obtained by the interaction of two lines of F = 5.72 price is
greater than the F table = 4.11 at significance level α = 0.05. This value indicates that there are
significant interactions between instructional media and teaching methods on learning outcomes
cadre's. With these results we can establish a model of nutritional education is media in the form of
DVD and video on the Establishment of the child's favorite for a balanced nutritious diet is applied,
the media and the method can improve learning outcomes in the form of knowledge and skills in
nutrition counseling to mothers, cadres Posyandu and society thus indirectly help the government
program in community development.
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From the above table shows that the eight
groups were tested with Liliefors smaller Based on the description of the research that
than Lt (Lo <Lt). Thus concluded that all has analyzed the above that the media in the
groups of data in this study come from the form of DVD and video on a balanced
population of normal distribution. nutritious diet for infants have better results
b. Research Hypothesis Testing than the media handout so that media
After the test requirements are met then the interaktifdalam form of DVD and video can
two lines of analysis of variance (ANOVA effectively improve learning outcomes
2x2) can be performed to test the hypothesis cadre's better than using a media handout.
of the study, if there is an interaction then With these results we can establish a model
tested further by using the Tuckey test. of nutritional education is media in the form
Based on the calculation ANOVA two lines of interactive media in the form of DVD and
above can explained that: video on a balanced nutritious diet for
1. There are differences between the infants, the media and the method can
cadre's learning outcomes are using improve learning outcomes in the form of
media in the form of DVD and video knowledge and skills in nutrition counseling
with others use the cadre of media on cadre's so indirectly assist government
handout. The average result of programs in community empowerment
learning cadre's group A1 = 79 is (Sunyoto Usman, 2004).
significantly larger than the average
group A2 = 70; Based on the IV. CONCLUSION
calculation table of F> F table (0.05);
12.47> 4.11, then reject H0 so that For models with media education in the
there is a very significant difference form of DVD and video will be tested
in the learning media A1 (media in effectiveness to mothers who have children
the form of DVD and video) and A2 in the village Rawamangun as a source of
(media handout) research data untu analyze how effective the
2. There were no significant differences education model. Expected after this study
in learning outcomes between the housewives may have knowledge in
cadre's drill method (B1) with STAD choosing a varied menu for children. So that
method (B2). The average cadre's the education model of the formation of the
learning outcomes from group B1 = child's favorite food is nutritionally balanced
75.5 is not much different from on community-based mother received the
group B2 = 76; as a result of F <F Community and to improve the knowledge
table (0.05); 0.54 <4.11 then Fh <Ft and skills of research defined as urgency.
then there is no significant difference
in the learning method B1 (drill Through research and testing, it can be
method) and B2 (method STAD). concluded as follows in general the media in
3. The third hypothesis: Calculation the form of DVD and Video on nutritionally
results of analysis of variance two balanced meals to children better than the
lanes Fhitung price obtained media handout in improving learning
interaction = 5.34 is greater than the outcomes cadre's. That is, the learning
F table = 4.11 at significance level α outcomes in nutrition counseling cadre's
= 0.05. This value indicates that about nutritious food for children under five
there are significant interactions increased by more effectively using the
between instructional media and media on DVD and Video. In addition there
teaching methods on learning is an interaction effect between instructional
outcomes cadre's. media and teaching methods. That is,
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
posyandu cadres must determine
instructional media and teaching methods [12] Sutoro Eko, 2002. Pemberdayaan
are appropriate and precise in nutrition Masyarakat Desa, Materi Diklat
counseling to increase knowledge and skills. Pemberdayaan Masyarakat Desa,
yang diselenggarakan Badan Diklat
Provinsi Kaltim,
REFERENCES Samarinda,Desember 2002.
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Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015