Table of Contents

Why Scholars Of Education Do Not Choose To Become Teacher?

(A Case Study In The Apparel-Vocational Teacher Education In Java)
(Lutfiyah Hidayati) ………………………………………………………………..……….. 1-7

The Effect of Teaching Ability of Vocational Teacher on The Implementation of

Using Scientific Approach in DIY (Bayu Rahmat Setiadi, Sulaeman Deni R.) ……… 8-12

Development of Performance Assessment Based on Curriculum 2013 in

Vocational Education In DIY (Sulaeman Deni Ramdani & Haryanto ) …………………… 13-23

Developing The Model Teacherpreneur In Vocational Secondary School To

Improve Learning Quality (Wisnu Rachmad Prihadi & Galeh Nur I.) …….………… 24-32

Prototype of Augmented Reality Technology Based on Smartphone for Children

Reading Media (M. Fadhlurrahman., Ivan Hanafi, Lipur Sugiyanta) ………………. 33-37

Framing Teacher’s Feedbacks In Bloom’s Revised Taxonomy (A Content Analysis

at SMK Negeri 46 Jakarta) (Yoga Putra Alam & Eka Nur Rizki) ………………….. 38-44

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

Development Video As Media For Diabetes Mellitus Among Pre-elderly

(Ari Istiany) ……………………………………………………………..…............. 63-66

Model Design of Education Regarding Establishment of Preferences Childs’

Nutritional Meals Women Based Community Development
(Mutiara Dahlia, Rusilant2, Sachriani, Nur Riska) …………………………………. 67-71

Faculty of Engineering, Universitas Negeri Jakarta

Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 WHY SCHOLARS OF EDUCATION DO NOT CHOOSE
TO BECOME TEACHER?
(A Case Study in The Apparel-Vocational Teacher Education
in Java)
Lutfiyah Hidayati
Faculty of Engeneering, Surabaya State University
Jalan Ketintang Surabaya
+62-031-8280009 psw. 504.
e-mail: lutfiftunesa@gmail.com

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.

Keywords : Apparel Teacher Education, Scholars of Education, Teacher profession.

I. INTRODUCTION

Q ualified education plays an important

role in improving the quality of human
resources. The Key of success is the
quality of teacher education (Kartadinata,
2010). Education institution of teacher
(LPTK, in Indonesia) as a pre-service teacher
education programe (Unesco, 2010) that
produce teachers in Indonesia and the role for
improving the quality of teachers. LPTK is
colleges assigned by Indonesia Government
for the procurement programs of teachers,
both in formal education, basic education,
and/or secondary education, as well as to
organize and develop educational and non-
educational science (Undang-Undang No. 14
tahun 2005).
Education institution of teacher in the apparel
study program, produce educators in the field
of dressmaking and fashion management,
whose strong personality and professional in
the field of apparel education, so that they can
compete and collaborate in meeting the needs

1
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
scholars of apparel teacher Education not
entirely choose the teaching profession. Based
on the tracer study of Home economics
department in 2014, showed that as many as
50.6% scholars of apparel teacher education
working in the field of education (2% a
lecturer, a teacher 44.7%, 3.9%, to an
instructor / tutor). The rest 49.4% of scholars,
working in the field of non-educational
(workers at the Quality control 0.7%, 0.7%
Supervisor, Designer 4.3%, 11.8% Pattern-
maker, Cutting 1.3%, 5.2% Sewing , others
(staff, technicians, operators, etc.) 26.4%
(Badan Akreditasi Nasional Perguruan
Tinggi, 2014).
Problems regarding changes in the choice of
profession has also become international
attention. Based on research in the UK, USA,
Europe, Australia and Asia, the researchers
estimate that over 5 years about 30% of
teachers who leave the teaching profession.
Australia and New Zealand occupy the
highest in the teaching profession changes
towards other professions. In America and the
UK reported that within three years there is
one of the five teachers who leave the
profession. Contributing factors include: the
growing gap between the salaries of the
teaching profession with other professions,
breach of agreement (disappointment) and
difficulties (hardships) in teaching (Watt &
Richardson, 2007: 168).
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. These factors
can be used to trace the success and failure/
barriers to the pre-service teacher education
programs. So that this study wants 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.
II. Theoritical Base
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
2.1. Theory of Career Choice
Career is an occupation or profession,
especially one requiring special training,
followed as one’s lifework
(http://professionaldestiny.com). Career
development for most people, is a lifelong
process of engaging the world of work
through choosing among employment
opportunities made available to them. Each
individual undertaking the process is
influenced by many factors, including the
context in which they live, their personal
aptitudes, and educational attainment
(Bandura, Barbaranelli, Caprara, & Pastorelli,
2001). According to Peter M. Blau (Sukardi,
1987: 86), the choice of a career is a process
that last a long time and is influenced by
various factors, as follows: social experience,
interaction with others, potential-potential,
aspirations of parents, the social Economic
parents, knowledge of the world of work,
interest, consideration of career options, as
well as skills in making career decisions
(Sharf, 1992: 45) and adjustment of career
choice is the development of one's
personality. Individuals express themselves,
interests, and values through their career
choice. This theory suggests that there is a
relationship between career choice with
personality type of the individual. Holland
admits that the theory can only explain some
of the variables that underlie career choice.
He stated that the theoretical model can be
influenced by age, gender, social class,
intelligence, and education. Three important
for the construction of the conceptualization
and use in counseling.
Holland personality types are 1) the
appropriateness, 2) the difference, and 3)
consistency. This refers to the relationship
between personality and environment
(suitability), the relationship between the
environment and the relative importance
(differentiation), and the type of relationship
to each other (consistency). Main ideas
underlying the theory of Holland (Manrihu,
1992: 70) as follows.
1) Individuals can be categorized into six
personality types, ie: realistic,
investigative, artistic, social,
2
 enterprising (like trying), and
conventional.
2) In determining career choices,
individuals are directed to select the
work environment (occupational) in
accordance with the type of
personality.
3) Individual study and work
environments practice the skills and
abilities, expressing attitudes and
values, and accept the problems as
well as the appropriate roles.
4) The behavior of a person is
determined by the interaction between
personality traits environment.
In the process of occupation choice, Holland
was quoted as saying by Sukardi (1987: 81)
that there are several factors that influence,
namely self factors and environmental factors.
Factors include the self-knowledge of self
(self-knowledge), self-evaluation, and
knowledge of career (the direction or extent
of the work). Whereas environmental factors
include the potential environmental, social
pressure that comes from family and friends,
superiors and assessment of potential
employers, as well as the limitations that
come from socio-economic and physical
environment. Self-knowledge has a role
increases or reduce (Decrease) accuracy of
one's career choice. Knowledge of self is
defined as a person's ability to distinguish a
variety of possible environments in light of
the capabilities of the individuals themselves.
Self-assessment (self-evaluation) is different
from self-introduction. Self-assessment is
more focused on respect for himself, while
the self-knowledge contains some information
that a person has about himself. Self-
assessment is too high resulting in options
that exceed the skill or aspiration unrealistic
and cause less judgment under prowess
choice or unrealistic aspirations.
Holland's theory by many vocational
psychologist assessed as a comprehensive
theory as reviewing employment options as
part of an overall pattern of life and as a
theory that gets a lot of support from the
results of the research so far related
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
environmental models and personality types.
The weakness of this theory is the lack of a
review process that underlies the development
of six types of personality and not been
demonstrated at certain phases in the process
of development and accumulation of the age
range. Regarding the stages or levels that can
be achieved person in a particular field of
work (occupational level), is shown at the
level of intelligence that allows a certain level
of school education. But still questioned the
existence of other factors that affect, such as a
person's level of aspiration (Winkel &
Hastuti,2005:639).
David V. Tiedeman (Sharf, 1992: 304) argues
that the decision to choose a job, a position or
a certain career is a result of a series of
decisions that are made of individuals at
different stages of his life in the past, which is
divided into two periods, namely the period
anticipation and the period of implementation.
The Period of Anticipation consists of four
processes, namely the exploration,
crystallization, election, and clarification.
While The Period of Implementation and
Adjustment are classified into three stages:
induction, transitition, and maintenance.
2.2. Apparel Teacher Education as
Part of The Education Institution
of Teacher In Indonesia
Education institution of teacher in the apparel
study program as part of LPTK, organized in
the form of concentration in the bachelor's
degree. Referring to the Buku Pedoman
Akademik Universitas Negeri Surabaya
(2014).that the mission ofthis study program
is generating an educator in the field of
dressmaking and fashion that excels in
education and science; Develop educational
scientific of fashion that is relevant to the
development of national and international
science and technology; Develop cooperation
and partnerships with various institutions in
order to improve the relevance and quality of
graduates. The apparel study program
achieving education goals through a series of
educational process inside and outside the
campus, a number of subjects of theory and
3
practice as much as 148 credits of the 151
credits provided. Competency Standard of
graduates, include: 1) Attitude, 2) acquisition
of knowledge, and 3) special skills.
Competency Standard of graduates associated
with Attitude include: 1) Devoted to God
Almighty, 2) It has a moral, ethical, and
personality both in completing its tasks, 3)
Serving as citizens of a proud and love of the
homeland and supporting peace in the world,
4) Able to work and have a social sensitivity
and a high concern for people and the
environment, 5) Respect for cultural diversity,
views, beliefs, and religion and opinion/
original findings of others, 6) Uphold the rule
of law as well as having a passion for putting
the interests of the public.
Competency Standard of graduates related to
the acquisition of knowledge include: 1)
Mastering the theoretical concept of pedagogy
and the concept of knowledge in the field of
fashion study in accordance with the scope of
their duties, 2) Mastering the concepts,
principles, and application of various methods
of apparel learning particularly oriented life
skills (life skills ), 3) Mastering the principles
and techniques of planning and evaluation of
apparel learning, 4) Mastering procedures and
analysis of educational research of apparel, 5)
Mastering the concepts of theory of fashion
with the support of sociology, anthropology,
psychology, management, communication,
and art and culture as a cornerstone in
analyzing and implementation of educational
services for students in vocational areas of
apparel expertise, 6) Mastering the concepts,
principles and applications of
entrepreneurship needed to manage the
business of apparel/fashion.
Competency Standard of graduates associated
with specific skills include: 1) Being able to
utilize science and technology that are
relevant within the scope of education fashion
to understand the potential learners in
education services fashion on formal
education, 2) \ able to develop vocational
education curriculum in apparel field, 3)
Ability to plan, execute and evaluate a variety
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
of educational fashion, 4) Ability to develop
and manage education learning of apparel
education according to the principles
pedagogic, 5) Ability to apply various
teaching approaches and methods of apparel
education, 6) able to utilize media based
learning ICT in apparel teaching, 7) able to
take strategic decisions based on analysis of
information and data in determining the
various alternatives meeting the needs of
learning for students in vocational areas of
expertise fashion by applying the values of
humanitarian and human rights, 8) capable of
performing the educational praxis of fashion
that can be accounted for in service users,
stakeholders, and the public by applying the
basic principles of critical thinking and
empowerment in educational practice of
fashion, 9) Ability to conduct research and
strategic decisions with accountability and
full responsibility for all aspects of which are
under the responsibility of apparel education,
10) Ability to manage business couturier,
garment/ garment, and or boutique
III. Research Methodology
The research is a qualitative research with
phenomenological approach. Qualitative
research seeks to uncover and understand the
phenomena that are not known, or in other
words able to provide details about the
complex phenomenon that is difficult to
disclose via quantitative research (Strauss &
Corbin, 1998).
The data source is scholars/graduates of
Apparel Study Program from State University
of Surabaya (UNESA) and Yogyakarta State
University (UNY), who have worked at least
five years in the field of non-teacher
profession, spread in 3 provinces: east jawa,
central java and Yogyakarta . The selection of
data sources is done by purposive sampling.
Technical Data validity, include: Credibility
(internal validity), transferability (external
validity / generalization), Dependability
(reliability) and confirmability (objectivity).
Data Analysis based on the Interpretative
4
Phenomenology Analysis (IPA)(Smith,
Flowers, & Larkin, 2009), consist of: 1)
Reading and re-reading; 2) Initial noting; 3)
Developing Emergent themes; 4) Searching
for connections across emergent themes; 5)
Moving the next cases; dan 6) Looking for
patterns across cases.
IV. Result and Discussion
Based on a series of in-depth interviews with
informants, obtained information about types
of non-teacher profession that is currently
undertaken by scholars of Apparel Teacher
Education, as follow:
a. Fashion designers in the fashion house
b. working as a tailor in the boutique
c. Singer sewing machine company (as
employee of the production of
prototype products, Trainer, and
Researcher of new sewing machine)
d. Employee of the bank and life
insurance
e. Owner of clothing shop
f. Souvenir and Hantaran Penganten
enterpreneur.
g. Mass-product enterpreneur
h. Modiste entrepreneur
i. Accessories designer
j. Designer and entrepreneur of kebaya
products
k. Owner of Muslim fashion brand
l. Bakery and pastry entrepreneur
In general there are two categories, namely as:
1) independent entrepreneur by hiring
some employees and 2) profession as
an employee who works at a place of
business or institution. Seen there that
most types of business that was
involved, it is very relevant to the field
of apparel. On the other hand, was
found partially few scholars who
choose in different fields such as
working in a bank as well as in the
field of food business.
The arguments underlying the scholars,
choose the type of non-teacher profession is
very diverse. It appears from the results of
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
indepth- interviews that summarized, as
follows
a. Teaching at vocational schools takes
work until the afternoon, so a lot of
time out in the outdoors.
b. Less interested in teaching in schools,
due to the many rules that bind and
very procedural, especially related
schedules and administration.
c. Being a teacher is hard work, many
obstacles encountered as recalcitrant
pupil, low salaries, particularly
teachers whose status is not permanent
employees.
d. Teaching in schools require full time
outside the home. Whereas if you run
a business sewing at home, can still
take care of the family, without
leaving home.
e. Vacancy to be a teacher, especially the
civil service is very limited. So despite
having the desire to be a teacher, it is
the biggest obstacle, and led to the
graduates, practicing a profession
outside teacher
f. Strong idealism to run the apparel
business.
g. The emergence of clothes made
satisfaction for its customers, to
interact directly with them.
h. Strong ideals to become a designer
and not diligently to be a teacher.
Cultivate self-owned businesses also
felt more relaxed, can be a boss of
employees.
i. The initial desire was to become a
teacher, while running a sewing
business. With more and more number
of customers, making it comfortable to
work as an entrepreneur. The ability to
create jobs for the local community.
On the other hand that by running a
sewing business, knowledge and skills
acquired during the study is always up
to date, as the current fashion trends.
This causes the feeling of getting
enjoy as an entrepreneur apparel.
j. A strong desire to be a successful
businessman. Capabilities lead to
more entrepreneurial than to be a
5
 teacher. It is undeniable that in
entrepreneurship have a higher risk,
but entrepreneurs have a very good
prospect for improving financial
capability in the future.
k. The busyness during the care of
children who still need attention led to
the choice to become a teacher
neglected.
l. Prompted by the husband to stay and
work at home. This causes no more
desire to be a teacher or work outside
the home.
m. Culture in Indonesia, especially Java
that a wife despite her status as a
scholar, often cause to be according to
what the husband said.
List of many arguments above, has become a
solid foundation underlying the scholars
choose the profession today. The first - the
fifth argument, illustrates how scholars view
the world of teacher and the school as a place
that is not conducive for them. Here also seen
how their own self-assessment on the
teaching profession. The sixth until the tenth
arguments, load views and real experiences
that forge scholars finally convinced them to
achieve success in the non-teacher
profession. Here also the integral
environmental factors, because the experience
is formed in an environment where scholars
live and participate. The eleventh to the
thirteenth arguments, is the influence of
environmental factors involving spouses,
parents and customs. Javanese women have
adherence to the nature of their experience as
mothers who demand a large role in raising
children and keeping the family management
running well. Although great sacrifice in the
form of a career to be at stake for it.
This is particularly relevant to Holland's
theory that In the process of occupation
choice, there are several factors that influence,
namely self factors and environmental factors,
and really proved also in the phenomenon of
career choice by scholars of apparel teacher
education in this study.
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
V. Conclusion
Scholars in the apparel teacher education
program is expected to become professional
teachers. However, in reality there are some
who choose to pursue non-teacher profession,
which is being enterpreuner apparel as well as
employees: as a fashion designer, accesories
designer, etc. 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 occurred in
an environment of 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.
This is a phenomenological study which
occurs in a limitation of space and time.
Further broader and deeper studies may be
able to find other typical phenomena.
REFERENCES
[1] Badan Akreditasi Nasional Perguruan
Tinggi. (2014). Buku III: Borang
akreditasi yang diisi oleh program
studi. Jakarta: BAN PT.
[2] Bandura, A., Barbaranelli, C., Caprara,
G.V., & Pastorelli, C. (2001). Self-
efficacy beliefs as shapers of children's
aspirations and career
trajectories. Child Development
Journal, 72, 187-206.
[3] Buku Pedoman Akademik Universitas
Negeri Surabaya. (2014). Surabaya:
University Press.
[4] Kartadinata, S. (2010). Institutional
Governance Requirements to produce
Dedicated Teachers: Restructuring
Teacher Training Institutions Towards
Efficient and Effective Management.
Retrieved on June, 29th 2013 from
http://file.upi.edu/Direktori/FIP/JUR._
PSIKOLOGI_PEND_DAN_BIMBIN
GAN/195003211974121-
6
 SUNARYO_KARTADINATA/Institu [9] Sukardi, Dewa Ketut. (1987).
tional_Governance_%28ENGLISH%2 Bimbingan Karir di Sekolah-sekolah.
9.pdf Jakarta: Ghalia Indonesia.
[5] Manrihu, Muhammad Thayeb. (1992). [10] Undang Undang No 14 Tahun 2005
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
Publishing Company. s/teacher-education/2010
[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
[8] Strauss, A. & Corbin, J. (1998). Basic of Experimental Education. 75 (3):
of qualitative research: techniques 167-202.
and procedures for developing [13] Winkel, W.S & Hastuti, S. (2005).
grounded theory. Second Edition. Bimbingan dan Konseling di Institusi
Thousand Oaks: Sage Publications, Pendidikan. Jakarta: PT. Grasindo.
Inc. http://professionaldestiny.com/2009/07/
15/job-work-profession-or-
career/Retrived on August, 5th 2015.

7
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

Bayu Rahmat Setiadi 1), Sulaeman Deni Ramdani 2)

Vocational Education and Technology Department
University of Sarjanawiyata Tamansiswa, Postgraduate Yogyakarta State University
Jl. Kusumanegara No.157, Yogyakarta 55165, Kampus Karangmalang, Yogyakarta 55281
Phone +62274-562265, Phone +62274-550836
Email: bayursetiadi@gmail.com (1), Email: denny.ramdhany@gmail.com(2)

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.

Keywords : using scientific approach, classroom management, teacher's creativity, teacher's

ICT skills.

I. Introduction ranking in producing international documents

Advancement of Science and Technology can
be determined by the number of discoveries
made by scientists, researchers and
developers. Results of the survey conducted
"SCImago Journal & Country Rank" (2013)
from 1996 to 2013 mentioned that Indonesia's
was ranked 61 from
224 countries in the world by the number of
registered documents is 25,481 documents.
This shows that the writing culture Indonesia
is still very far from the United States which
is the most widely number of
documents uploaded as much as 7,281,972
documents.

8
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
The challenge facing Indonesia Government
through the Ministry of Education and
Culture (Kemendikbud) is the quantity and
quality of the population in the year 2020-
2030. At that year, Indonesia has a more
number of productive age population than the
non- productive age. That time Indonesia is
also facing windows of opportunity which
requires people high quality to face it.
Indonesia will have the golden age and
become a developed country, if managed
properly. To answer these challenges, the
Kemendikbud prepare a curriculum design
that emphasizes science-based learning
(scientific)namely Curriculum 2013.
Development of curriculum 2013 in
Yogyakarta has many obstacles. . According
to Anies Baswedan, some obstacles
encountered are understanding of teachers in
implementing the using scientific approach to
their subject, books that have not been
prepared, the assessment system that make
teachers confuse, training and mentoring
teacher and training Headmaster which is yet
uneven (Kemendiknas, 2014). This is
showing that the implementation of
Curriculum 2013 done by the schools need to
be evaluated and mapped for the readiness of
the implementation of Curriculum 2013.
Learning models existing in schools using the
curriculum 2013 will be oriented on learning
with scientific approach. In Permendiknas
Number 70 Year 2013 about the Basic
Framework and Curriculum Structure of SMK
/ MAK stressed that the scientific approach
will affect the development of teacher
mindset.
The mindset include: the habit of learning
centered on the learner (student centered),
interactive learning, networking learning,
active learning, learning group (team based),
multimedia based learning, mass learning by
considering the needs, learning science plural
(multi disciplines), and critical
learning.Implementation of th scientific
approach in learning at school can be applied
in a variety of learning methods. In
Permendikbud Number 103 Year 2014 about
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Learning in Primary and Secondary Education
explained that methods of learning such as
Problem Based Learning, Project Based
Learning, Inquiry Learning, Discovery
Learning and other methods can be developed
and combined by teacher with scientific
approach which consists of 5 steps: observing,
asking, gathering information/trying,
reasoning / associating and communicating.
Those steps are activities that must be done
when the student learning process happen.
The results of pre-survey at three SMK
namely SMK N 2 Depok, SMK N 2
Wonosari, and SMK Muhammadiah
Yogyakarta through interviews and
observations showed that the implementation
of scientific learning by vocational teachers
have not showed learning steps 5M
(observing, asking, trying, reasoning, and
communicating). Based on the class
observation at SMK Muhammadiyah 3
showed that there are many teachers who do
not implement 5 M in scientific learning. This
is because there are still some teachers who
do not understand the instructions and the
operational definitions of each scientific step.
It presents obstacles for teachers to implement
the scientific learning.
The barriers experienced by vocational school
teachers in implementing the using scientific
approach are influenced by many factors. One
of the factors is the management class.
Observation result in all three schools showed
that there are classrooms which are not neatly
arranged, many students are not conducive,
and the seating arrangement does not adjust
teaching methods used. According to Bonus
and Riordan (1998), classroom management
can improve student motivation and changing
the behavior of students in a positive
direction. Teachers is easy in controlling,
guiding and supervising students in learning
and interacting in the classroom which can
provide an effective and conducive to
learning. The implementation of the using
scientific approach through classroom
management can be performed well when the
teachers know the operational definitions of
the management class. Weber in Cooper,
9
(2010, p.217) states, “The term classroom
management refers to the actions teachers
take to create an environment that is
respectful”. This means that classroom
management is a complex set of behaviors
which teachers are able to maintain the
condition of the class for the purpose of
learning in the classroom to be effective.
Classroom management can be viewed based
on the arrangement of the room. The rooms
that have good arrangement were able to
provide an effective and conducive learning.
That means the arranged rooms could avoid
the empty space that can be converted into
another function in optimizing learning
activities. Evertson & Poole (2002, p.4)
provide strategies for teachers in arranging the
room as effectively as possible, among others:
minimazing distractions, maximizing access,
matching arrangement with lesson purpose,
dan movement with ease. If it is associated in
the implementation of the using scientific
approach, the functions of classroom
management arrangement can be applied by
teachers in adjusting the teaching methods
used in the classroom.
The interview results with vocational teachers
indicate that the role of media such as
Projector, software-software (Microsoft
Office, Engineering Software, etc.), visual
aids, simulator, modules, and other media can
enhance students' motivation and interest in
learning the material presented by the teacher.
According to the pyramid Dale (Dale's cone
of learning) states that students who hear or
read only able to remember 20% from what
teacher give. Therefore, the student's ability to
remember and understand the lessons not only
just through audio or visual but in the audio-
visual learning.
The role of ICT (Information and
Communications Technology) has progressed
very rapidly. In Indonesia, ICT will be the
mission of the National Education
Development in Long Term Plan 2025 that
make optimum use of radio tools, television,
computer and ICT tools in business,
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
education, government, community, and
democracy. In education, ICT has an
important role. According to Hayashi (2003),
“ICT is helpful for people not only when they
use computer networks and satellites but also
when they use traditional media such as
figures, blackboards, printed materials, OHP
sheets, and audio-visual aids”. This means
that ICT has an important role for teachers as
teaching aids.
Basic ICT skills possessed vocational teacher
is mastering software administration. The
survey results of Evaluation & Accountability
Department of Education and Training
Western Australia (2000, p.15) states that
there are eight applications which are often
used by teachers for administration, namely:
Internet, Email, Spreadsheets, Word
Processing, File Navigation, Presentation
Packages, Databases, and SIS Curriculum
Manager (SIS). This means that teachers must
be able to master multiple applications or
software that is commonly used in the
administration of learning.
ICT applications specifically for vocational
teachers in machining engineering can be
used as a learning support. These applications
include: AutoCAD, CAD / CAM, Autodesk
Inventor, Ansys, etc. Mastery of the
application is important for teachers and
students to solve certain types of work.
According to Wijayanti (2011),
ICT can be used as the administrative work
(Word processor and
Mandatory Requirement Basic Level,
spreadsheet), packing teaching materials
(multimedia), assist in the management of
learning (e- learning, advanced needs, and
others), and for technical support and improve
knowledge to enable the creation of self-
running (antivirus, tools, network, internet,
etc.).
The complexities faced by teachers in
implementing the using scientific approach
feels heavy when linked with the selection of
creative problems. According to study results
10
Nichols & Stephens (2013) states that the
scientific method can work effectively with
the determination of creative thinking
processes. Determination of creative
problems can enhance student’s motivation in
reasoning and thinking.
The results of interviews with several students
said that they feel happy and enthusiasm in
learning when teachers give problems related
to issues that occur at this time. Some
students interviewed thought that there are
still vocational school teachers who use the
old mindset (lateral) in comparison with the
the modern mindset (divergent).
According to Amabile in Adams (2005, p.3),
creativity consists of three main components
that mutual coherence of each other, namely:
knowledge, creative thinking, and motivation.
Knowledge is the components that help the
formation of creativity through an
understanding of the individual. Creative
thinking is a components that juxtapose
problems in the patterns of diverse thinking.
Motivation is the executor component of
creation creativity formed by the intrinsic of
the individual. Teachers should be able to
apply the PAIKEM learning which include
Active Learning, Innovative, Creative,
Effective, and Fun (Endang Mulyatiningsih,
2010, p.2). This means that in improving
interaction interactive learning, teachers must
have creativity in developing the learning in
the classroom, so that he can change things as
expected. Various problems faced by teachers
in implementing the using scientific approach
became a problem that is urgent to
immediately study and inspect deeper. The
problems encountered when pre-survey gave
a conclusion that there are many factors that
influence the effectiveness of vocational
teachers machining engineering in
implementing the using scientific approach.
Using scientific approach is a learning that
involves the creativity of teachers in teaching.
In supporting the positive interaction, the
teacher must be able to manage a class well.
The management will provide easiest ways
for teachers to create effective and conducive
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
classroom atmosphere. In addition, teachers
are also required to master the ICT as an
intermediary bridge in conveying the
information to students.
Based on the description above, required a
comprehensive study to review the factors
that influence the effectiveness of teachers in
implementing scientific learning programs,
especially vocational teacher in machining
engineering in terms of verbal
communication, classroom management,
teacher's creativity and teacher’s ICT skills.
II. Research Methods
This study is an ex-post facto with
quantitative approach. Thstudy was conducted
in SMK of Machining Engineering PrograThe
number of schools used are 16 SMK in the
Daerah IstimewYogyakarta province. The
research was conducted from Novemb2014 to
March 2015. This study population was class
X and XI SMof Machining Engineering
Program in DIY amounted to 2,3students. The
determination of samples number using Issac
aMichael formula with an error level of 5%,
so that the number selected samples is 290
students. The sampling technique
usiProportionate Random Sampling
techniques. The sample unit wdivided
proportionally according to population unit
used. Tvariables in this study consisted of:
one dependent variable is usiscientific
approach (Y), and three independent variables
are classroomanagement (X1), teacher’s
creativity (X2), and teacher’s ICT ski(X3).
The collecting data technique using
questionnaires. Tquestionnaire used is a
closed questionnaire with four
alternatianswers. The scale of response
assessment using rating scale. Tvalidity of the
instruments used in this study is the construct
validand reliability tests with Alpha Cronbach
formula with a significanlevel of 5%. The
data analysis of this research are: (1)
descriptianalysis; (2) testing requirements
analysis (test for normality, linearand
multicollinearity); and (3) test the hypothesis
using correlation aregression analysis.
11
 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

Figure 1. Histogram variable using scientific

approach in DIY

12
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 DEVELOPMENT OF PERFORMANCE ASSESSMENT
BASED ON CURRICULUM 2013 IN VOCATIONAL
EDUCATION IN DIY

Sulaeman Deni Ramdani(1) & Haryanto(2)

Vocational Education and Technology Department
Postgraduate Yogyakarta State University
Kampus Karangmalang, Yogyakarta 55281 Telp. +62274-550836
Email: denny.ramdhany@gmail.com(1) & alpha_resha@yahoo.com(2)

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.

Keywords: Performance Assessment, Curriculum 2013, Vocational High School.

13
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 I. INTRODUCTION
The quality and relevance of education have a
very important role in creating the quality
human resources. The development of science
and technology in era of globalization
nowadays requires educational institutions to
create graduates who have competence and
professional. Increasing competence needs of
graduates have an impact on the demands of
the education quality development. Therefore,
the Government should continue to develop
education quality. One of educations level
which has an important role to create human
resources ready to work and compete in the
world of work is vocational education.
Vocational education is secondary education
that prepares students primarily for work in a
specific field (Law of the Republic of
Indonesia Number 20 Year 2003 on National
Education System). Specific competencies
contained in the competency expertise in each
fields of expertise is characteristic of
vocational education. The Improvement of
quality and relevance of vocational education
graduates through the strategic policy of the
Government, the active role of education
experts, and active participation of schools,
are expected to improve the overall quality of
vocational education to produce graduates
who have appropriate competence to the
needs of the workforce.
Curriculum development in vocational
education has very important role to realize
the quality of graduates qualified and relevant
with demands of the workforce. Curriculums
which do not develop systematically, do not
change, and do not relevant will be an adverse
impact on all matters related to the curriculum
itself (Finch & Crunkilton, 1979: 13).
Knowledge of the development of learning
and assessment is one of key to the success of
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
vocational education. Therefore, efforts to
improve the quality of education can be
reached through improving the quality of
learning and improving the quality of
assessment systems (Djemari Mardapi, 2012:
12). Learning and assessment which is good
quality designed according to the
characteristics of vocational education. It is a
necessity that should be developed by
teachers for the advancement of the quality of
vocational education.
Curriculum 2013 is a new chapter for
vocational education. Curriculum 2013 aims
to prepare Indonesian people who believe,
productive, creative, innovative, affective
through the strengthening of attitudes, skills
and knowledge integrated. It affects the
pattern of learning and assessment in
vocational education which have specificity to
a particular competence. A blend of
curriculum 2013 with the characteristics of
vocational education will be able to synergize
each other in order to achieve national
education goals.
The curriculum change requires the readiness
of teachers to implement the curriculum.
Teachers are the main part that must be
prepared to face these changes. If the teachers
are not ready to accept the changes, then there
will be variety problems in implementation.
The issues that need to be considered in
education are: (1) curriculum development,
(2) the implementation of curriculum, and (3)
monitoring and evaluation (Oemar Hamalik,
2012: 4). These three points should be
properly addressed by the curriculum
developers and implementers of the
curriculum.
Many problems arise in the implementation of
the curriculum 2013. Unpreparedness of
teachers to implement the curriculum 2013
learning become a burden for teachers. In
14
addition, the assessment method is very
complex confusing and time consuming
(Anies Baswedan, 2013: 1). A research states
that the teacher still have a trouble in
understanding learning models, how to assess,
and how to develop an assessment
instruments (Ani Rusilowati, 2013: 1). This
shows that the readiness of teachers in
implementation of curriculum 2013 is still
low. The difficulty in using learning model
and developing assessment becomes a serious
obstacle that must be resolved.
The results of pre-survey with teacher in
SMK 2 Yogyakarta and SMK
Muhammadiyah 3 Yogyakarta on Light
Vehicle Engineering (TKR) informed that the
most difficult thing in curriculum 2013 is the
scoring system more complicated and
confusing. Integration between assessment of
attitudes, knowledge, and skills that aim to
determine the extent to which understanding
of learners who have mastered is still a big
question for the teacher. Therefore, to
improve this situation, the Government
published new regulations namely Education
Minister Regulation Number 160 Year 2013
regarding Compulsory Enforcement
Curriculum 2006 and Curriculum 2013, to
suspend implementation curriculum for
school which implement the curriculum 2013
since the first semester year 2014/2015 and
re-implement curriculum in 2006. Schools
that implement the curriculum 2013 for three
semesters continue to use the curriculum
2013. The school became a pilot of
implementation curriculum 2013. Although
the curriculum is suspended and only the pilot
schools that implement the curriculum 2013,
but the decision is legitimacy that the concept
of curriculum 2013 has been good, but that
was considered not ready to implement the
curriculum is the school so as to get optimum
results, required preparation planned for the
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
implementation of the curriculum 2013
(Abdul Waidl, 2014).
Vocational high school has different
characteristics with secondary education
(general high school). Characteristics of
subjects in vocational education are different
from the subjects on academic education
(Lucas, Spenser, and Claxton, 2013: 33). This
should be a concern for educational
institutions in developing learning and
assessment used. Vocational High School
oriented in competence in accordance with the
needs of the workforce. One of the goals of
vocational education is creating learners with
the skills to meet the needs of life and
increase prosperity (Clarke and Winch, 2007:
9). Mastery of specific competencies becomes
a very important factor for vocational school
graduates. This affects the pattern and
strategy in developing assessment in
vocational high school. Competency-based
assessment is one assessment approach which
is very appropriate to measure students'
abilities based on competence acquired.
Authentic assessment is a form of assessment
curriculum 2013 that requires students to
show attitude and using the knowledge and
skills gained from learning in performing
tasks in real situations. This is appropriate
with assessment applied in vocational
education that relies on an assessment applied
in the form of assessment practices and
required students to complete the task / job
which requires attitudes, knowledge, and
skills integrated. Assessment that is used to
assess the specific competencies is the
performance assessment. Based on the results
of pre-survey, especially performance
assessment for competency skills, teachers are
not using the guidelines and assessment rubric
clearly so that the assessment tend to have a
high subjectivity. If this is allowed, then the
15
assessment process do not go well and do not
be able to measure the competence of students
with fair and valid.
Performance assessment also called authentic
assessment or an alternative assessment.
Alternative assessment tends to the traditional
assessment that uses a written assessment and
authentic assessment emphasizes the duty
applications that are real in accordance with
daily occurrence (Miller, Linn, and Gronlund,
2009: 261). Performance assessment is more
descriptive than the alternative assessment
and more concise than the authentic
assessment. Performance assessment is based
on a performance that not only assess learners
from one domain of competence, but more
complex and holistic. Performance
assessment was first developed on vocational
education and skills training (Asmawi Zainul,
2005: 57).
Performance assessment is the student
learning achievement covering all learning
assessment in writing, products, or attitude
(Danielson & Marquez, 2013: 1).
Characteristics of vocational education which
refers to competency based considered is very
suitable for applying performance assessment
system. The existence of the assessment
principles which are real and
comprehensively through the performance is a
positive point of performance assessment in
curriculum 2013. Development of vocational
assessment is appropriate for using authentic
approach enhanced with the principle of
performance assessment. This is expected to
optimize learning process and learning
outcomes of students.
Based on data the above, the development of
performance assessment in vocational
education in accordance with the principles of
the curriculum 2013 is very important.
Problems concerning the development of
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
assessment guidelines, grating instruments,
assessment rubrics, and processing the score,
are very urgent matter that should soon find a
solution. The importance of developing
performance assessment which is complete
and detailed in vocational education are
strong reasons to undertake the development
of performance assessment. Development of
performance assessment tools applied to
Electrical Subjects in Light Vehicle
Engineering in vocational high school.
II. LITERATURE
2.1.Vocational Education
Law on National Education System section 15
states, "Vocational education is secondary
education that prepares students primarily for
work in a particular field". Vocational
education is a secondary education in the
form vocational high school which aims to
produce skilled labor in certain areas. This is
different from vocational education organized
by higher education which aims to produce a
skilled workforce that has the basic science
applied in certain areas with a maximum level
equivalent to an undergraduate program.
Vocational education in this study refers to
vocational education called vocational high
school.
Tilak (2002: 673) states, "Vocational
education has an advantage, imbibing the
specific job-relevant skills, that can the make
the worker more readily suitable for a given
job ad would of make him / her Tus more
productive". The advantage is that it can
create the vocational education students who
have specific and relevant competencies. This
has an impact on the readiness of students to
work and make them more productive.
Readiness of graduates in work is very
important. Specific competencies are the
16
characteristic of vocational education. It is
very important to focus on the competence of
learners in one sub skills. Clarke and Winch
(2007: 9) states, "vocational education is
confined to preparing young people and
adults for working life, a process Often
regarded as of a rather technical and practical
nature". Vocational education is education
that prepares students to be able to enter
employment. Vocational education is a
learning process with regard to technical and
practical problems.
Winch (2007: 135) states, "the proper aim of
vocational education is to provide individuals
with the skills to earn reviews their living,
thus supplying one of the conditions for
economic prosperity". The main objective the
implementation of vocational education is to
provide skills to individuals to meet their
daily needs. The skill provide opportunities
for learners to improve economic prosperity
by working because it has specific
competencies that can be used to actualize
themselves in social life.
Based on the discussion above, it can be
argued that vocational education is secondary
education aimed at preparing students to gain
mastery of specific competencies that are
ready to enter certain jobs. Vocational
education has a very important role in
meeting the needs of the workforce and to
grow the small and medium enterprises of the
graduates. Therefore, the development of
quality vocational education is one of the keys
to improving the quality of human resources
in a nation's prosperity.
2.2.Curriculum
Law Number 20 Year 2003 regarding
National Education System chapter 1 states,
"The curriculum is a set of plans and
arrangements regarding the purpose, content,
and teaching materials and methods used as
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
guidelines for the organization of learning
activities to achieve specific educational
objectives". The definition explains that the
curriculum is a document containing the
planning, regulation, and teaching materials
that serve as guidelines for education and
learning fully prepared to achieve certain
goals. Curriculum development has a very
important role in achieving successful
learning.
Finch & Curnkilton (1999: 11) states,
"Curriculum may be defined as the sum of the
learning activities and experiences that a
student has under the auspices or direction of
the school". Curriculum can be defined as the
number of learning activities and experiences
for students organized based on the direction
and objectives of the school. Number of
learning activities determined in accordance
with the purposes and characteristics of the
course or a particular department. In addition,
the curriculum is a learning planning
experience that should be experienced by
learners to master competency.
Oliva (1992: 6) states, "Curriculum can be
conceived in a narrow way (as subject taught)
or in a broad way (as all the experiences of
learners, both in school and out, directed by
the school)". In simple terms the curriculum
can be defined as subjects taught to students
in a lesson plan. Understanding curriculum in
complex way that is as a collection of
learners' experiences both in school and
outside of school are organized and managed
by the school / institution directly.
Based on description above, it can be argued
that the curriculum is a set of lesson plans and
arrangements governing the purpose, content
and learning materials that used as a guide to
provide a learning experience to students who
managed by the institution or school.
Continuous curriculum development is a
17
necessity that must be undertaken to adjust
and maintain the quality and relevance of
education itself.
2.3.Curriculum 2013
Education Minister Regulation Number 70
year 2013 explained the objectives of the
curriculum in 2013 is to prepare Indonesian
people to have the ability to live as
individuals and citizens who believe,
productive, creative, innovative, and affective
and able to contribute to society, nation, state,
and world civilization. Faithful Citizenship is
the main capital to build a state character.
Productive, creative, and innovative with a
good affective competence is a combination
that can produce quality human, relevant, and
competitive. Structure curriculum 2013
consists of the core competencies, subjects,
study load, and basic competence.
Competence consists of four core
competencies (KI) is KI-1 spiritual attitude,
KI-2 social attitudes, KI-3 knowledge, KI-4
skills.
Assessment of learning outcomes of students
in primary and secondary education in
curriculum in 2013 based on some principles
of assessment. Implementation of assessment
development should be based on principles of
assessment in curriculum 2013 so that
teachers can measure student competencies
and develop learning. The principles as
follow:
- Authentic - Comprehensive and
sustainable
- Objective - Systematic
- Fair - Reference to criteria
- Integrated - Accountable
- Open - Educative
2.4.Performance Assessment
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Performance assessment requires
measurement of the learners' actions in
carrying out practical assignments. Kunandar
(2013: 257) states, "Assessment of the action
or performance is the assessment of the act or
practice tests that can effectively be used for
the benefit of collecting a variety of
information about the forms of behavior or
skills that are expected to emerge in the self-
learners". Performance assessment assess the
competence of learners in carrying out
practical assignments, how to use measuring
tools, work attitudes and other behaviors that
are considered important. Additionally,
Kunandar express some aspects that can be
assessed or measured as follows:
- Quality of work completion
- Skills using work equipment.
- Ability to analyze and plan work procedures
to complete.
- Ability to make decisions based on the
information given.
- Ability to read, using diagrams, pictures,
and symbols.
Berk (1986: 9) states, "Performance
assessment is the process of gathering the data
by systematic observation for making a
decision about the individual". Performance
assessment is the process of systematically
collecting data through observation to make
decisions about learners. The definition
contains four important points that process,
data collection, systematic observation, and
decision-making. Johnson, Penny, & Gordon
(2009: 2) states, "A performance assessment
is a system composed of; (1) a purpose for the
assessment, (2) the task (or prompts) that
elicit the performance, (3) a response demand
that focuses the examinee's performance, (4)
systematic method for rating performance ".
The performance assessment is a rating
system that consists of the assessment goals, a
18
task that comes with work instructions,
demand response focuses on learner
performance, and a systematic method that
aims to assess the performance of learners.
Reynold, Livingston, and Willson (2009: 247)
states that "performance assessment more
closely reflect real-life settings and
application than traditional paper-and-pencil
assessment". Performance assessment reflect
the nature and shaped by real-life settings.
Performance assessment is an application of
traditional valuation (paper and pencil test).
Johnson & Johnson (2002: 79) states,
"Student performance refers to a set of actions
students engage in to demonstrate reviews
their level of skill in enacting a procedure or
creating a product". The performance of
learners refers to the series of actions which
the participants involved in demonstrating a
skill level with appropriate procedures or
creating a specific product. Johnson &
Johnson (2002: 28) states, "The student
performances that can be assessed are
academic learning, reasoning, skills and
competencies, attitudes, and work habits".
This means that the performance assessment
is a comprehensive assessment assess the
ability of learners.
Based on the explanations that have been
described above, the general understanding of
performance assessment leads to the judgment
that requires an individual to make a product
or demonstrate a work process. In addition,
performance assessment can be defined as an
assessment that is not only focuses on
demonstration of a specific competencies, but
also can be used comprehensively to assess
the cognitive, affective, and skills are integral
so as to create a concept of a comprehensive
assessment, authentic, complete, and holistic.
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
III. METHODOLOGY
This study is a research and development
using the Borg and Gall development models
with qualitative and quantitative approaches.
This research conducted at SMK 2
Yogyakarta and SMK Muhammadiyah 3
Yogyakarta. The study population were
students of class XI TKR. The sampling
technique used was purposive sampling. The
number of samples used were 25 students
from class XI TKR. Data collection technique
used observation, interview, and
documentation. Data were analyzed using
descriptive statistical analysis techniques. In
addition, a review of the validity of using the
formula Aiken content validity and review of
consistency and inter rater reliability with
analysis of intraclass correlation coefficient
(ICC).
IV. FINDING & DISCUSSION
Performance assessment tools is one of the
assessment tools that aim to measure the skills
of students in terms of psychomotor. Based
on preliminary studies and the development
of the initial draft, the product development of
performance assessment consisted of
guidelines of performance assessment
development and instrument of performance
assessment itself. Performance assessment
instrument was equipped with a grating
assessment, guidelines, rubric, task sheet,
answer sheets, and the score operation. The
draft of the preliminary study validated by a
validator. Sheets validation of assessment
tools used by experts to review the suitability
of the materials, construction and the
language used in the performance assessment
form. Calculation analysis results presented in
Table 1 below.
19
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.

1. The tasks/problems 3,25 V. In general ratings: can be used with some

already appropriate minor revisions
with the indicators of
competence Description: S.V. = Very Valid
achievement.
2. The materials already 3,25 S.V. V. = Valid
appropriate with the
basic competencies
(urgency / relevance)
3. The contents of task 3,5 S.V. Based on the analysis in Table 1, it can be
material already concluded that the content of performance
relevant with the level assessment stated valid criteria with very
of schools or grade. valid score (3.71). Analysis of the level of
The Construction consistency and stability of the expert
assessment of the performance assessment
1. The item tasks using 4,0 S.V.
command sentence that instruments showed that the value of ICC was
demands 0.75. The ICC values was greater than the
action/practice recommended minimum criteria that is 0.70,
2. The instruction on how 4,0 S.V. so that it can be concluded that in general
to do the task presented stated reliably.
clearly
3. The scoring guidelines 3,5 S.V. In general, performance assessment
presented clearly instruments have fulfilled criteria valid and
4. The assessment rubric 4,0 S.V. reliable. However, there were a number of
presented clearly
important inputs and recommendations from
5. The instrument of 3,5 S.V.
question practice exam the validator that directs the need for minor
presented clearly revisions to improve assessment tools.
6. The assessment 3,5 S.V. Correction of the validator presented as
instrument of practice follows: (1) scoring should be made more
exams presented simply and clearly, (2) the assessment sheet
clearly should be merged with the assessment rubric
The Language to simplify the assessment, (3) development
7. The item task using 4,0 S.V. of customized items with basic competence
communicative indicator in the syllabus. Furthermore, the
language (easy to instrument enters main field testing and
understand) operational field testing.
8. The item task using 4,0 S.V.
word/sentences, Preliminary field testing of performance
spelling, and grammar assessment involved four experts as a rater to
properly and correctly.

20
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
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

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
testing. Once the instrument stated valid and
reliable in conceptually, then performed main
field testing involving 6 students from class
XI TKR in SMK 2 Yogyakarta with three
assessors. Main field testing of performance
assessment was intended to determine the
achievements of learners in skills competency
test starter system by reviewing the
achievements of the starter motor scores and
consistency of rater assess performance of
Average 0.759
Based on the analysis of the ICC score
in Table 3, the performance assessment tool
has ICC score more than 0.70. When viewed
from the single measures, the ICC coefficient
is about 0.42 - 0.54. Although its value is low
enough, a review of the decision see the
average measure that is in the range of 0.72 to
0.78. This showed that the performance
assessment instruments can assess
competency skills well and has a good degree
of reliability.

21
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 The achievement of skills assessment
outcomes presented in Table 4. Six learners
follow a series of performance tests to show
their ability. Rater assess the performance of
the student in accordance with the
performance assessment sheets which is
developed. Performance assessment
instrument equipped with a clear assessment
rubric so rater find it easier to assess the
competence of student in accordance with the
assessment rubric contained in the assessment
form. Aspects used rater to assess the
competence of learners consists of five
aspects, namely preparation, process,
outcomes, attitudes, and time. Every aspect
has a different percentage, namely; a
preparation was 10%, a process was 40%, a
result was 20%, an attitude was 20%, and a
time was 10%.
Table 4. Results Analysis of Appraisal
Rater in Main Field Testing of
Performance Assessment
Average of Assessment Rater
Students
Rater 1 Rater 2 Rater 3
Student 1 3.67 (A-) 3.76 (A-) 3.56 (A-)
Student 2 3.52 (A-) 3.75 (A-) 3.70 (A-)
Student 3 3.84 (A-) 3.84 (A-) 3.60 (A-)
Student 4 3.42 (B+) 3.12 (B) 3.24 (B+)
Student 5 3.65 (A-) 3.64 (A-) 3.31 (B+)
Student 6 3.53 (A-) 3.51 (A-) 3.46 (B+)
These results indicate that there is value of
rater consistency in assessing the performance
of each learner. 72% of students received the
title very well, 28% of students received the
title good. The biggest range of rater appraisal
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
for student is 0.30. This shows that the value
tend to be same of each rater. Based on the
results of the appraisal product readability, the
teacher found the assessment of performance
assessment tools can be used easily to assess
the competence skills of students because the
device is very complete and detailed. In
addition, rater appraisal regarding the
practicality of the product development of is
stated very practical and can be operated
easily.
The last, analysis of the calculation results of
the operational field testing involving 25
students with 1 rater generate profiles
achievement of performance assessment,
namely, 3 students received the title A, 18
students received the title A-, 3 student
received the title B +, and 1 student received
the title B -. The results show that the
performance assessment can measure the
skills that learners which are valid for
reviewing aspects of preparation, process,
outcomes, attitudes, and time in detail.
V. CONCLUSION
Based on the discussion above, it can be
concluded that the product of performance
assessment development consisted of
assessment development guidelines and
assessment instrument equipped with a
grating, assessment guidelines, assessment
tools, and processing value. Product
development was declared valid and reliable
based on appraisal rater. Reliability based on
the ICC showed of 0.74. Aiken validity of the
content was 0.75 to 1.00. The use of this
assessment was considered very easy to use
by teachers on skills assessment.
Achievement of the performance test results
showed good result because it can measure
22
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.
REFERENCE (1999b). Curriculum Development in
Vocational and Technical Education (5th
[1] Abdul Waidl. (7 Desember 2014). ed.). Massachusetts: Allyn and Bacon Inc.
Pemberhentian Kurikulum 2013 [11] Johnson, D. W., & Johnson, R. T.
Diapresiasi. Taken on 10 January 2015, (2002). Meaningful Assessment: Geable
from and Cooperative Process. Boston: Allyn &
http://www.antaranews.com/berita/46805 Bacon.
5/ pemberhentian -kurikulum-2013- [12] Johnson, R. L., Penny, J. A., &
diapresiasi. Gordon B. (2009). Assessing
[2] Ani Rusilowati. (14 Desember 2014). Performance: Designing Scoring, and
Kurikulum 2013, 87 Persen Guru Evaluating Performance Tasks. New
Kesulitan Cara Penilaian. Taken on 10 York: The Guildford Press.
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.

Keywords: development, professionalism, teacher, teacherpreneur

24

Faculty of Engineering, Universitas Negeri Jakarta

Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
1. Introduction requirements of professionals such as: have the
practical skills sufficient in all fields of study
Teachers is a component that most affect of
(subjects productive), capable of organizing
process and outcome quality education. Any
learning (training) that are relevant to the
repairs are carried out in the education system to
competencies required by the world of work, and
improve the quality of education will not progress
capable of designing learning in schools and in
without the support improving the quality and
businesses or industries (Sardi Salim, 2009). So
professionalism of teachers. Teachers are
that vocational teachers are required to constantly
applicator directly involved in the formation of
update and upgrade the scientific owned to
human resources (HR) on the school. The
changes that occur in the industry to be adapted to
education process is successful if it is able to
the conditions at the school.
involve the majority of learners are active, both
physically, mentally, and socially in the learning From the above mentioned fact, efforts to
process and also the passion, spirit and confidence improve the quality of vocational teachers
in learning. In terms of educational outcomes is continue to be done by the various programs
successful when given the learning is able to increase the professionalism of teachers. Increase
change the behavior of most learners towards a the professionalism of the teachers are the
better mastery of the competencies shown from responsibility of individual teachers in line with
the aspect of knowledge, skills, attitudes, and changes in the workplace, the development of
values they have. science, technology and learners. Individual
teachers can improve their competence as agents
The quality of teachers in Indonesia has not
of learning through the experiences of daily life in
shown maximum results, it can be seen from the
the classroom or through communication with
results Ujian Kompetensi Awal (UKA) for
colleagues in planning, implementing and
prospective participants of certification and Ujian
evaluating the learning that has been done. But
Kompetensi Guru (UKG) for teachers who are
unfortunately the reality shows that there is no
already certified carried out in 2012 shows that the
such thing. Based on the results of research
average value cumulative less than 50 of what is
conducted by Tri Jalmo (2008) explained that
required by the government. UKA test result data
there was no significant difference between
can be explained that the acquisition of the average
experienced teachers teach less than five years
value of 58.87 kindergarten teacher, elementary
with the teaching of more than five years in
school teacher at 36.86, 46.15 for junior high
developing test learning outcomes, and learning
school teacher, high school teacher at 51.35, and
activities. This illustrates the individual
vocational teacher at 50.02 of the total participants
professional development of teachers has not done
UKA 281 016 people (source: Dikmen, 2012).
well.
Results UKA and UKG be entered for teachers,
schools, Lembaga Penjamin Mutu Pendidikan Government get involved and organize efforts
(LPMP), department of education and educational to increase the professionalism of teachers. It
institutions educators (LPTK) to improve coaching waswritten in the National Education Act lecturers
and professional development of teachers and (Act No. 20 of 2003 article 40 paragraph 1c) stated
prospective teachers. This is because the role of the that "every educator and education personnel have
teacher is so great and included a major the right to obtain career guidance in accordance
component in the education system can not be with the demands of quality development".
replaced, especially in vocational high schools. Among the government's efforts through a variety
of training programs, workshops, form
Teachers in Vocational high school
associations subject teachers, empowering
abbreviated vocational teachers are teachers who
program Subject Teachers Council (MGMP) as
teach in formal education unit which organizes
well as other activities programs. However, the
vocational education. Vocational teachers in the
results of the implementation of the program is still
program productive characteristics of complex and
not optimal and even a lot of
25
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
training that can be considered to have failed in
improving teacher performance in the classroom.
The above statement is confirmed from the results
of research Tri Jalmo (2008) that competence
pedagogy, especially executing turns penilaiaan
between teachers who attended the training with
teachers who are not or have not completed the
training did not differ significantly. These results
are evidence of the success of the training
organized yet, or there is an error in designing or
implementing training.
Teacher challenges now and in the future is
very oppressive. This is due to the competition
increasingly fierce between countries including
competition in terms of human resources (HR).
Besides the development of technology is so rapid
and discoveries so quickly lead to science made
easy to obtain and there are sciences that are brief.
Media facilities and learning resources have been
widely available and some have been held in
schools. Teachers who are agents of change in
which the function of the teacher not only
educators, but also as a facilitator, motivator,
innovator. This requires teachers to continue
professional development so that teachers can
carry out his duties as a teacher by following the
rhythm of the changes that occur both from the
technology, methods and learners.
For example of a teacher paradigm today that
teachers are required to understand the use of
technology both the technology used for learning
activities, and technology contained in his areas of
expertise, as well as the use of a wide variety of
learning methods. The approach used by teachers
in teaching must also be changed. Teachers act
more as facilitators of learning compared to
learning resources. Surya Dharma (2012)
describes a paradigm shift in teaching do teachers
past and the way teachers teach today. This is due
to developments in science and technology is
developing very rapidly. The technological
developments influence the development of
students as well as education. For example,
telecom or mobile phone technology is now so
advanced that has made the mobile phone can
access the Internet to function, making it easier to
get information quickly. Due to the technological
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
development of children's learning also change.
Challenges professionalism of teachers in the
present time is not limited to the ability of teachers
in terms of competence, but also the teachers in the
process of improving the quality of education
required more creative and effective. To obtain
such attitudes can adopt a positive attitude which is
owned by a businessman (entrepreneur), in which
an employer must have the attitude of a good
competence in the field, has a creative attitude in
developing the product, packaging and delivery of
products, and has been active in a variety of
development activities, and effective in marketing
the product. This attitude is not to make the teacher
to move the profession of a teacher to be an
entrepreneur, but the adoption of the attitude of an
entrepreneur. As described by Novan (2012)
teacherpreneur not make the teacher as an
entrepreneur, but it makes the teacher
entrepreneurial. Teachers must have a good
competence, creative attitude in organizing
learning, and effective in applying the learning
delivery methods so that faster participant in
understanding the teaching given and not boring.
Moreover, the vocational teacher who has a lot of
potential and roles so great. Vocational teachers
are required to prepare graduates to be ready to
apply the human resources field of science, and
has a mindset that continues to evolve as set forth
in vocational educational purposes.
The situation in the field is still far from the
expected, this is due to many factors, one of which
resulting from a vocational school teachers in the
state have not been fully formed and directed
learners in totality and integration between theory
and practice is still deemed not to have a good
relationship. Considering these problems required
an effort to increase the competence of teachers
especially vocational teachers through training
with the concept teacherpreneurship. Indeed a
teacher is also an entrepreneur in which teachers
can develop in a scientific field that is owned as
teachers to make modules, make textbooks, or
teachers to design a product that has economic
value and usefulness based on scientific
development owned.
Aware of the conditions, the role and function
26
of the teacher development programs at vocational
secondary schools which have not been able to
effectively improve the quality of learning
undertaken by participants, it is necessary to
develop models of professional development of
teachers that departed from the weaknesses and
advantages of program development activities of
teachers who have running for this. The program
developed to be able to change the mindset of
teachers by improving teachers' creativity and
effectiveness in carrying out duties as a teacher in
the learning activities.
Based on the problems and developments in
mind, it is necessary to research the development
of a model for the improvement of vocational high
school teacher professionalism which later was
named the model teacherpreneur. Teacherpreneur
model development is the adoption of a positive
attitude possessed entrepreneur into the profession
a vocational teacher, vocational teacher which has
a lot of potential in addition to the education sector
in the preparation of qualified human resources.
The development of this model will consist of the
design of the conceptual model in the training of
vocational teachers with more emphasis on the
element of creativity and effectiveness in the field
of vocational training.
2. Research Method
The final results of this research is the
discovery of the model development by educators
in vocational was naming teacherpreneur models.
Therefore, this study uses the method of Research
and Development (Research and Development)
developed by Borg and Gall (1989), but limited to
three stages: preliminary studies, model
development and testing of internal models
Before developed models in vocational techno,
conducted needs assessment aimed as a study to
determine the need or initial picture of the
educator development has been done in SMK.
Research conducted using a qualitative approach
This research was conducted in November
2014 – February 2015. The research location
chosen was six SMK Expertise Group
Technology and Engineering in the city of
Yogyakarta, which consists of: SMK 2
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Yogyakarta, SMK Negeri 3 Yogyakarta, SMK
Muhammadiyah 3 Yogyakarta, SMK PIRI 1
Yogykarta, SMK Taman Siswa Jetis, and SMK
Industry, Yogyakarta. These six are
representatives of SMK Cluster and Non-Cluster
in the city of Yogyakarta. The Respondents
consisted of the principal, vice principal areas of
curriculum, QMR (Quality Management
Representative), chairman of the department,
teacher productive.
Research and development is carried out
through three stages. The first stage is research
that is intended to obtain preliminary information
regarding the professional development of
teachers that has been done so far. The second
stage is the stage of planning or early design
concepts teacherpreneur development. The third
stage is the stage of the model development. At
this stage, model validation and test internal
effectiveness. Model validation performed by a
management education, vocational education
experts, and bureaucrats who came from the city
of Yogyakarta Education Agency. While testing
the effectiveness of internal conducted in each
school.
Data collection techniques used in this study
are: (1) direct observation in the study site with
the help of a tape recorder picture and sound, (2)
in-depth interviews to all the respondents who
have been determined, and (3) see the documents
at the school that includes : school Budget, the
work program vice principal areas of the
curriculum, the matrix program to improve
secondary education teacher Department of
Education, as well as other data that is needed and
support in the research.
The data obtained is the result of interviews,
observation, and documentation are analyzed and
interpreted to meet the demands of the purpose of
research and other information. In order for the
presentation of data more meaningful and easier
to understand the steps of data analysis used in
this study using the analysis interactive model of
Miles and Huberman (1994, p. 23) that divides
the analysis activities into several parts, namely:
data collection, data reduction, data presentation ,
27
and conclusion
3. Results and Discussion
Based on interviews, observation, and
documentation are carried out in six vocational
educators can be described development that took
place in SMK.
Figure 1. Schematic Development of
Educators which took place in SMK in
Yogyakarta
In Figure 1 can be explained that the
development of vocational educators in the
country in the city of Yogyakarta consists of
government programs, school programs and other
institutions. Government programs are generally
applicable to all public and private schools.
School program relies policy direction of each
school principal and head of department in
organizing the development of educators, can
include trainings aimed at increasing-the quality
of teachers, team teaching, shortcourse (short
courses), and other programs. While the
development programs of educators who come
from other institutions may be universities,
industry as a form of devotion, research or
awareness to education that is still associated in
the field such as the training of the industry to the
school teachers who hopes generated vocational
graduates who had been prepared within the
required standards in the industry.
While the educator development scheme that
took place at a private vocational school there is
only a difference in terms of the role of the
foundation. This means that all the activities
carried out in schools
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
should be completely approved by the foundation.
Figure 2. Scheme Development of
Vocational Educators in private in Yogyakarta
In Figure 2 can be explained that there is a
foundation role in developing human resources,
including in terms of educators. This is because
the role of the foundation that carries ideology of
individual foundations, and in the implementation
adapted to the existing budget.
Based on the results of the study, found the
problems and weaknesses that often occur related
to the development of educators that occur in each
school, so that the results of the implementation of
development educator less than the maximum,
these problems are: (1) Obstacles often faced by
teachers in participating in development activities
is in terms of the division of time between
teaching hours as MGMP activities. (2) There are
evaluation of the ability / competence of teachers
after the implementation of activities related to
development, so that the picture of the result you
want to target is not known. (3) In private schools
budget factors are among the factors that need to
be associated management in the hold of an
independent development activities organized by
the school. (4) The difference between the
working climate and environment of private
schools and public schools. (5) The effectiveness
of guidance to the professional skills of vocational
secondary teacher who applied for this is still
weak, the weakness of the aspects of the planning,
implementation, and monitoring. It can be seen
from the quality and competencies of teachers, the
end result of the implementation of the
28
development program are less than the maximum.
It can be seen from the acquisition of teacher
competency test results (UKG) that has followed,
where there are teachers who have less value than
what is required. Also based on the resulting
productivity and achievement of teachers not yet
fully maximize the competence and scientific
development, can be seen from the productivity of
the works produced. (6) Guidance in the form of
in-service training for vocational teachers has
been felt not provide optimum results, especially
in developing capabilities and skills in accordance
with the actual development of the industry /
business. (7) The lack of attention of the manager/
leader/ principal in terms of the implementation of
development for educators.
Seeing the condition that occurs on the
participation of all parties (stakeholders) involved
in the development of educators. There are several
advantages of weaknesses that need to be
maintained and enhanced, namely: (1) There have
been a lot of educator development program
organized by the government and schools that
have been formulated in RKAS for one year. (2)
Most schools already have the facilities and
means of learning are adequate and complete,
meaning that the means or facility is not an
obstacle due to the implementation of learning
things the school has given school operational
assistance (BOS) for the procurement of
equipment and media learning tools. (3) A lot of
information and communication technology
(ICT) in this day and age that can be used to help
facilitate the implementation of learning activities,
so that teachers can learn independently through
the video, the source of other readings, journal, or
semisalnya besides the presence of ICT support
teachers in explaining to the students' learning
activities, through the media or in the tools that is
available online, so students become easier to
understand. (4) Qualification of teachers in
vocational school has met the majority of what is
required is minimal S1/
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
DIV. It means that the teacher has been equipped
with competencies held. (5) School-based
management that has been applied in each CMS
needs to be maintained, so that the school
management can freely develop their human
resources according to the vision and mission set
by the school. (6) involvement and closeness with
LPTK and universities so as to facilitate the
development of educators in the coaching
program vocational teachers in the city of
Yogyakarta. (7) To collaborate with the industry
as well as organisasis profession. Some SMK has
cooperated with the industry one PIRI SMK
Yogyakarta where the Company has been
working with Yamaha.
Based on analysis of educator development
program that has been taking place then
developed a model teacherpreneur. Model
teacherpreneur construction consists of three
components that are interrelated that is a
component of competence, creativity component
which must be owned by a teacher, and a
component of effectiveness. A complete
description of these three components can be
show on the conceptual model below.
Model techerpreneur consists of components
of competence, creativity and effectiveness. All
the components can not be separated from each
other. Teacherprenur models belonging to the
improvement of teacher professionalism. To face
the challenges of the 21st century and compete
with other countries is not enough to increase the
professionalism of teachers by improving the
competence of the components alone, which has
been frequently in Rehearse. Necessary for
innovation and integration between multiple
components, namely the aspects of creativity and
effectiveness of teachers in the use of various
resources in teaching and learning activities.
Teacher must be have a good competence in
carrying out duties as a teacher that consists of
pedagogical competence with regard to how or
the ability of teachers in
29
teaching, social competence with regard to the
relationship of teachers to students and parents /
guardians and the community, personal
competence with regard to personal demands that
a teacher should possess, and the professional
competence of teachers in relation to control of
the material being taught.
Components of teacher's creativity is the
ability to accomplish good learning shown by an
increase in learning outcomes. It means that
teachers use / utilize the available resources in the
learning activities to enhance the ability of both to
change the environment, using the media / aids, or
can also organize activities outside the classroom.
While the effectiveness of the components of the
conformity between tasks with the intended
target. That is what is outlined in the learning
activities of all are met in a timely manner means
that learning takes place completely, conformity
with what was planned with what was realized.
All the components can not be separated from
each other, and is an integral component in
realizing teacherpreneur. The following image
teacherpreneur model development. The
following are pictures of models teacherpreneur
as in Figure 3.
Figure 3. End models of Teacherpreneur
Techerpreneur competence component of the
final product includes components: (1) pedagogic
competence, the ability to manage the learning of
learners that includes an understanding of the
learners, the design and implementation of
learning, evaluation of learning outcomes and
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
development of students to actualize various
potentials; (2) Social competence is the ability of
teachers as part of the community to
communicate and interact effectively with
students, fellow teachers, staff, parents / guardians
of students, and surrounding communities; (3)
The personality competence is the ability
personality steady, stable, mature, wise and
dignified be role models for students and noble;
(4) Professional competence is the ability mastery
learning materials widely and deeply that allows
guiding learners to meet the standards of
competence. Here is presented a picture of the
final product component teachepreneur model of
teacher competence as in Figure 4.
Figure 4. Component of Competency in
Model Techerpreneur
Component creativity techno models consist
of components: (1) Creative thinking is the state
of someone who can hit things that are new or
develop a condition in achieving the goals.
Creative thinking is an attitude which has been
described by Piirto (2011) consists of aspects of
preparation, incubation, combination, verification,
and applications; (2) Being creative is Being
creative is a state open to new experiences are
remarkable, flexible in tand acting, free to express
themselves, to appreciate fantasy, interested in
creative activities, and believe in your own ideas
as well as in; (3) Conduct the creative is brave in
the establishment of state behavior, independent
thinking, able to work hard and tenacious. The
following schematic
30
drawing creativity component teacherpreneur
models hasi revision. Here is presented a model of
creativity component images teachepreneur as in
Figure 5.
Figure 5. Component of Creativity in
Model Techerpreneur
Components of the effectiveness of the
model consists of the techno aspects: (1)
professionalism includes keterbaharuan a teacher
can be shown through the process of teaching a
more reflective and sustainability in professional
development themselves; (2) The social
relationships of teachers include developing good
relationships with the students to be motivated
and confident during the learning process; (3) The
success of the class is the ability of teachers to
manage classes, cooperation with parents,
colleagues, and willingness to constantly improve
professionalism. The following are the final
image efekifitas component
Figure 6. Component of Effectiveness
Model Techerpreneur
4. Conclusion
Based on the results of research on
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
vocational techno model development can be
summed up as follows:
First, the development of vocational
educators in the field of expertise Technology and
Engineering who has been running comprised of
government programs and school programs.
Government programs consist of vocational
teachers partnership activities, MGMP, OJT,
socialization curriculum 2013, the competency
test for teachers (UKG), training assessor, training
and writing scientific papers. School program
depends based on the needs of schools and the
strategies undertaken by the respective principals /
head. One example that has been done is the
presence of team teaching, shortcourse and
motivational training.
Second, the implementation of development
programs for educators are: weakness
encountered in the development educator during
this time: (1) The division of time between
teaching hours and hours of development
activities (MGMP); (2) There are evaluation
capabilities / competencies related teacher after
the implementation of development activities; (3)
Factors budget is the most dominant issues in the
development of educators, especially in private
schools; (4) The difference between the working
climate and environment of private schools and
public schools; (5) The effectiveness of guidance
to the professional ability of vocational teachers
who applied for this is still weak, the weakness of
the aspects of the planning, implementation, and
monitoring; (6) Guidance in the form of training
in the position it is still not maximized; (7) The
lack of attention of the manager / leader / principal
in terms of implementation of the development
for educators; (8) The development of educators
was not considered an important issue. Excellence
in the development of educators for this are: (1)
There are many development programs for
educators held, and has been facilitated by the
government through the Department of
Education; (2) Most schools already have
complete facilities and infrastructure in
implementing learning activities; (3) The
development of technologies that bergitu many
and varied that can be utilized facilitate the
implementation of learning
31
activities; (4) Qualification of teachers have met pendidikan menengah tahun 2010-2014.
the national standards as an educator; (5) Has the Jakarta: Kemendikbud, 2013, p.41.
implementation of school-based management so
that the principal can freely develop educators [3] Novan, A.W. (2012). Teacherpreneurship.
who are in school; (6) involvement and closeness Yogyakarta: AR-RUZZMEDIA.
with LPTK and universities so as to facilitate the [4] Piirto, Jane. (2011). Creativity For 21st
development of educators; (7) Some of the SMK Century Skills How To Embed
has cooperated with DU / DI. Creativity Into The Curriculum. Ohio :
Third, the grand design of the development USA. Sense Publishers.
models on vocational techno consist of: (1) Model [5] Republik Indonesia. (2005). Undang-Undang
teacherpreneur consists of components of that RI Nomor 14, Tentang Guru dan Dosen.
competence, creativity, and effectiveness. (2)
Component teacherpreneur competence consists [6] Republik Indonesia. (2003). Undang-undang
of pedagogical competence, social competence, RI Nomor 20 pasal 40 Ayat 1 c.
personal competence and professional
competence. (3) Teacherpreneur creativity [7] Salim, Sardi. (2009). Upaya Peningkatan
component consists of aspects of creative Kompetensi Profesional Guru Sekolah
thinking, be creative, and creative behavior. (4) Kejuruan.
The effective component consists of
[8] Dharma, Surya. (November 2012). PTK
professionalism, social relationships, and the
Dikmen. Media Informasi dan
success of the class.
Komunikasi PTK Pendidikan
Fourth, internal test results that can be Menengah. Jakarta. Direktorat
concluded that the experts agree: (1) The Pembinaan PTK Dikmen.
components of the model have been completed
[9] Dharma, Surya. (Juli 2012). PTK Dikmen
(92.83%); (2) the structure of the component
Media Informasi dan Komunikasi PTK
models have been clear (91.65%); (3) the
Pendidikan Menengah. Jakarta.
relationship between the components of the
Direktorat Pembinaan PTK Dikmen.
model have been clear (95.83%); (4) model has
good readability (95.83%); (5) models have been [10] Jalmo, Tri & Rustaman, Nuryani Y. (2010).
feasible (95.83%); and (6) the model effective if it Pengembangan Program Pelatihan
is implemented (87.5%). Peningkatan Kompetensi Guru IPA.
Forum Kependidikan, Volume 30,
5. References
Nomor 1 Juni 2010.
[1] Borg, Walter R. and Gall, Meredith, D.
[11] Milles, M.B & A.M. Huberman. (1994).
(1983). Educational Research : An
Qualitative data analysis. California:
Introduction. New York and London :
SAGE Publications Inc.
Longman.

[2] Directorate General of Vocational School.

Rencana strategis direktorat jenderal

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

M. Fadhlurrahman. A *1, Ivan Hanafi2, Lipur Sugiyanta3

Name of authors must be included (First Name and Final Name Font: Cambria , size 10 Bold)

1 Education of Information and Computer Technology Division, Electronical Engineering Departement,

Faculty of Engineering, Universitas Negeri Jakarta, Indonesia. aerisreyha@gmail.com

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%.

Keywords: Augmented Reality, Reading Media, Smartphone, Visualization

INTRODUCTION scientific research where researchers manipulate

and control one or more independent variables and
Augmented Reality prototype smartphone based observations of variables bound to find variations
on the child reading media was developed in order that arise in conjunction with the manipulation of
to determine the performance of the prototype of independent variables.
Augmented Reality technology on smartphones in
visualizing the reading media in the form of a The software development model used was a
book for children that have been made into the prototype model is an approach to software
form of visualization prototype that has been development model most effective for an
developed. The method used in research and application that still has a requirement that can be
development is an experimental method that is as a interpreted broadly or new applications that are
33
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
known by the user / consumer. And testing
methods using black box method is to test the
ability of applications developed only on the
output limit without observing the process.
Aspects observed from the results of the prototype
of Augmented Reality technology smartphone
based in the child reading media in the form of the
performance of the prototype on the lighting
conditions, the distance of the tool to the image
marker, and the angle which has been determined
by using hardware in the form of smartphones
using the Android operating system that is
different in terms of brand producers and the
quality of the rear camera. This type of testing
done of the object retrieval range test, the test
angle of the object, and the test object lighting
conditions.
Media
Media literally means the tool, intermediary or
messenger [1]. According to Gagne [2] that the
media are the various components and
environments. Also described by Raharjo [3] that
the media is the container of a message by the
source wants to be forwarded to the target or
recipient of the message.
In development, media development flow with the
current technological developments. The oldest
technologies used in the manufacture of printed
media is a technology that works on the principle
of mechanics to the latest media technologies that
have been using digital or computer technology
[4].
Augmented Reality
Augmented reality according Tobias Domhan
(2010) in "Augmented Reality On Android
Smartphones" is a combination of object / virtual
object into the real world [5]. Implementation of
Augmented Reality technology has long been
invented in 1968 by Ivan Sutherland, a Computer
Scientist from the University of Utah, which was
released in the journal of Harvard University. The
findings in the form of Head Mounted Display
System or other similar visualization equipment
shaped glasses / binoculars mounted on the head
of which is the first implementation of the
Augmented Reality technology [6].
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
There are many implementation of Augmented
Reality Techonology in real life. Such as in art,
entertaintment, military, etc. Among the
implementation Augmented Reality is the reading
media visualization including reading media in
education. Based on the research Otilia Pasareti
(2011) that the use of Augmented Reality
technology in learning activities can increase the
value of learners. This is caused by the level of
interest of students towards learning increases [7].
Methodology
The method used in this study was a laboratory
experimental method by using one of the software
development model, the prototype model.
Prototype model is an approach to software
development model most effective for an
application that still has a requirement that can be
interpreted broadly or new applications that are
known by the user / consumer [8].
Development stages of the application starts with
the determination of short requirement that
applications can recognize the image marker and
display three-dimensional image based on the
coordinates of the image marker. Based on these
requirements, created a prototype that will be
shown to the user to be tested the performance of
the application. After trying a sample performance
of the prototype augmented reality application,
then set back requirement needed for the revised
version of the previous prototype application. The
following diagram of the process of early
development prototype augmented reality
application in figure 1.
Figure 1. Prototype Development Stages
Instruments in this study consisted of smartphones
and quality of the camera found on the
smartphone. The independent variable used is 5
Mega Pixel camera quality, 8 Mega Pixel camera
quality, and 16 Mega Pixel camera quality. For
lighting conditions, use 4 types of treatment that is
dark room without the use of lights and using three
types of lights are LED lights 5 watt equivalent
with 350 Lumens, fluorescent lamp 5 watt
equivalent with 285 Lumens, and fluorescent lamp
34
8 watt equivalent with 475 Lumens.
The dependent variable of this study is the ability
of augmented reality prototype application in
reading the image marker and display the 3D
objects. The method used in the testing is the
Blackbox Testing Method. This type of testing that
is used consists of 3 types of testing that the object
retrieval range test, the test angle of the object, and
object lighting test.
In the implementation process, the programming
language used is C # language and Unity. The
three-dimensional shape of the object visualization
created using 3D design facilities owned by Unity.
For the manufacture of image markers, using
CorelDraw X4 applications using scientific logo
planet each object as the contents of the image
marker. Image markers made using black and
white in order to contrast the difference in the form
of images to facilitate the reading process.
In the process of data analysis or testing,
application technology implementation
Augmented reality tested using blackbox using
this type of testing functional and non-functional
which were tested was limited to whether the
application is functioning properly or does not
match the requirements visually without observing
the performance of each program code , The
variables in this test is taking distance, angle,
lighting conditions, type of device / smartphone
and quality of the camera on the smartphone.
While this type of testing to be done is making
distance test, angle test, test lighting conditions.
RESULT AND ANALYSIS
Research Result
The products produced in this study is a prototype
application that used on Android-based
smartphones with Augmented Reality technology
to implement along with a reading book as an
image marker that will be read by the application.
Applications can recognize 11 types of image
markers that has been created and produced 11
types of three-dimensional objects to be displayed.
Analysis
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
There are three types of smartphones used in the
test is 5 Mega Pixel camera quality, 8 Mega Pixel
camera quality, and 16 Mega Pixel camera quality.
Three smartphones were tested in the same room
in order to produce the same lighting conditions.
Consists of the lighting conditions is the dark with
no lighting, using 5 watt LED lamp equivalent
with 350 Lumens, 5 watt fluorescent lamp
equivalent with 285 Lumens, and 8 watt
fluorescent lamp equivalent with 475 Lumens.
Angle is divided into three parts, namely 'high'
angle in the range of 00 to 300 of the vertical line,
'medium' angle in the range of 300 to 600, and a
'low' angle in the range of 600 to 900 of the
vertical line. There are four distance conditions, at
a distance of 5 cm, 10 cm, 15 cm and 20 cm from
the image marker to the camera.
Based on observations, it is known that there are
some conditions in which the 3D objects displayed
successfully and unsuccessfully displayed.
Overall, smartphone with the quality of the camera
16 Mega Pixel marker can recognize and display
3D objects are best among the three smartphones
were tested with success percentage of 70.45%.
Further to smartphone with a quality camera of 8
Mega Pixel has a success rate of 68.37%. For
smartphone with a 5 Mega Pixel camera quality
has a success rate of 62.50%. The following
Figure 2 is a graphic comparison of the percentage
of success is based on the type of smartphone
cameras with maximum control indicator is 100%.
Figure 2. Success Percentage Chart by
Smartphone Cameras
Based on the lighting conditions, making using
fluorescent light / lamp 8 watt has the highest
success rate in the display of 3D objects by
91.67%. 5 watt LED lamp has a success rate of
88.89%. And 5 watt fluorescent lamp has a
success rate of 87.88%. To capture without the use
of lights, all experiments are failed to read the
images marker and display 3D objects so that the
percentage of success to 0%. The following Figure
3 is a graphic comparison of the percentage of
success is based on lighting conditions with
maximum control indicator is 100%.
35

Figure 3. Success Percentage Chart Based on
Lighting Conditions
As if it was observed by a sample image marker,
an image marker number eighth that displays the
objects Jupiter most easily recognizable and
displaying 3D objects with a success percentage of
75.00%. Out second most easily recognizable and
displays the object is the first image marker that
displays object of galaxies have success
percentage of 73.61%. For the most difficult to
recognize that the fifth image marker that displays
the objects moon with the smallest percentage of
success among the sample of images marker that is
equal to 62.50%. The following figure 4 is a
graphic comparison of the percentage of success is
based on the type of image marker with maximum
control indicator is 100%.
Figure 4. Success Percentage Chart by Type of
Marker
If observed by the distance from image marker to
camera, at a distance of 15 cm from the image is
most easily to recognize and display the 3D
objects with a success percentage of 74.49%. As
for the distance of 5 cm from the image is the most
difficult to recognize and display the 3D objects
with a success percentage of 54.04%. At a distance
of 10 cm from the marker have success percentage
of 71.21%. And for a distance of 20 cm from the
marker have success percentage of 68.69%. The
following Figure 5 is a graphic comparison of the
percentage of success is based on the distance with
maximum control indicator is 100%.
Figure 5. Success Percentage Chart Based on
Distance
Based on the angle, the angle of the 'medium' with
a range of 300 to 600 of the most easily recognized
the image marker and display the 3D object with a
success percentage of 72.35%. While the angle of
the 'high' of the vertical line with the range of 00 to
300 of the most difficult to recognize and display
the 3D object with a success percentage of
60.04%. For the angle of the 'low' of the vertical
line with a range of 600 to 900 has a success rate
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
picture percentage of success is based on angle
with maximum control indicator is 100%.
Figure 6. Success Percentage Chart Based on
Angle
Based on the chart the percentage of each test, the
unsuccessful application in displaying 3D objects
due to two factors. First, the lack of a functioning
facility of auto focus on the smartphone cameras is
used especially when shooting with the angle of
the 'low' on the vertical line by making a far
distance is 20 cm. Second, the cause of the failure
of the application reads the image marker is also
due to the location of the three-dimensional object
is generated by the image marker is in a position
above 5 cm perpendicular from the image marker.
Except for the objects 'Galaxy', 'Sun', 'Jupiter' and
'Uranus' which has a large size of the object so that
the distance of 5 cm is still a fraction of the image
of the three-dimensional object. That conditions is
descripted as the following figure 7 and 8.
Figure 7. Graphic Description About The 3D
Object Generating Error
Figure 8. Graphic Description About The 3D
Object Small Fragment
The factor of cameras resolution and smartphones
type is too less visible effect on the performance of
the prototype in recognizing the image marker and
display three-dimensional object. For lighting, the
appearance of a shadow on the image marker may
hinder the recognition process by the camera
because there are differences in the color contrast
between the shaded area and are not shaded.
CONCLUSIONS
Conclusions
The conclusions based on the results of research
that has been done as follows: The prototype of
Augmented Reality technology as visualization of
children reading media on the smartphone device
with a camera quality is 5 Mega Pixel are able to
display 3D objects with an overall success rate of
62.50%. As for the smartphone device with a
36
quality of camera is 8 Mega Pixel are able to
display 3D objects with an overall success rate of
68.37%. And on smartphones with 16 Mega Pixel
camera quality are able to display 3D objects with
an overall success rate of 70.45%.
[3] Kustandi, Cecep dkk. 2011. Media Pembela-
jaran. Ghalia Indonesia : 7.
[4] Kustandi, Cecep dkk. 2011. Media Pembela-
jaran. Ghalia Indonesia : 29.

The performance of the prototype Augmented
Reality technology based on smartphones in
visualizing the children 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 lighting
conditions using 8 watt fluorescent lamp which is
equivalent to 475 lumen with a success percentage
of 91.67%.
REFERENCES
[1] Tim Pusat Bahasa Depdiknas. 2008. Kamus
Besar Bahasa Indonesia. Depdiknas : 1002.
[2] Kustandi, Cecep dkk. 2011. Media Pembela-
jaran. Ghalia Indonesia : 7.
[5] Domhan, Tobias. 2010. Thesis Augmented
reality on Android Smartphones. Duale
Hochschule Baden - Württemberg (Baden -
Wuerttemberg Cooperative State University) -
Department of Information Technology : 8.
[6] Wikipedia - Wikimedia Foundation. 2015.
https://en.wikipedia.org/wiki/Augmented_reality#
History Accessed at April 29, 2015.
[7] Pasaréti, Otília. 2011. Journal Augment-ed
reality in Education. Eötvös Loránd University
Faculty of Informatics : 1 - 15.
[8] Rosa A. S, M. Shalahuddin. 2014. Rekayasa
Perangkat Lunak. Informatika : 31 - 33

37
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 38
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 39
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 40
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 41
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 42
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 43
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 44
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

Metty Muhariati 1, Nurlaila2 and Mahdiyah3

Program Studi Tata Boga, Ilmu Kesejahteraan Keluarga, Fakultas Teknik, Universitas Negeri Jakarta
1e-mail: mettymuhariati@yahoo.co.id

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.

Keywords : Development Video Clip, Learning Baking, cadre PKK

Ministerial Regulation No. 7 of 2007 concerning

Community Empowerment Cadre, stated that
empowerment is a strategy used in the
I. INTRODUCTION construction of society in an effort to realize the
capabilities and independence in society, nation
The problem of development is a complicated. and state (Article 1, paragraph (8). The core notion
The example of the complexity of management of community empowerment is a strategy to
means necessary planning, implementation, realize the capabilities and self-reliance. The goal
monitoring and evaluation. From the side of the is to enable the community development and the
field to be built also has a very broad aspects of community's independence, especially from
life. The aspects of life are inculde political, poverty and underdevelopment / gap /
economic, social and cultural as well as defense fecklessness. These objectives can be achieved if
and security. Empowerment as a process of learners are able to master science, in order to
developing, memandirikan, menswadayakan, think and act according to the demands of society.
strengthen the bargaining position of the lower So that these objectives can be achieved
layers of society against suppressive forces in all effectively, needs to be developed learning model
areas and sectors of life (Sutoro Eko, 2002). Trade which is oriented towards personal spur efforts
45
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
learners who have the cultural characteristics of
critical thinking, creative, innovative and rational
reasoning and have a pattern of behavior and
patterns of follow-independent so it can improve
the family economy. Selection of the media
should support the learning activities in order to
increase the motivation of learners in participating
activities. Learning media is anything that can be
used to deliver the message, so as to stimulate the
attention, interest, motivation, thoughts and
feelings of the students, especially the PKK cadres
to achieve the learning objectives. Community
empowerment through PKK cadres are given
learning about making bread using the medium of
video clips. Bread is a part of everyday life. The
development of the Bakery (bread) in the
industrialized world are progressing quite rapidly,
to be a skilled and productive need for an increase
in learning that can solve these problems. Video
clip is one of the alternative media that can answer
those needs. By using Video Clip expected that
learners are able to build an understanding of the
knowledge and skills in the field of Bakery (bread)
acquired through improving the ability to create
and innovate the form of self competence. With
regard to the existence of this Competitive Grant,
the authors are interested in doing research making
bread Video Clip as an effort to help to get the
PKK cadres learning model that can increase the
effectiveness, efficiency and creativity in learning
Pastry Bakery so that later can improve their
economy.
II. RESEARCH METHODS
The research was conducted over 6 months, from
March to October 2015. Place of research
conducted in the laboratory Pastry Bakery
,Cathering study program Family Welfare Science,
Faculty of Engineering, State University of
Jakarta. Application of media carried out on
housewifes in Housing Bulak Tigers Rt: 007 Rw:
013, Village Harapan Jaya, Bekasi, West Java.
This study aims to produce a model of education
in the form of media media Video Clip of making
bread through the mechanism of education and
learning in members PKK cadres in order to
improve the local economy by using the media
Video Clip made with good design, efficient,
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
efekif and innovative so as to 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. The specific purpose
of this study is to apply the educational product in
the form of learning objectives, methods,
evaluation of learning, so that the learning process
becomes more effective, efficient and in
accordance with the demands. In the video clip
media development research there are several
steps being taken by the system development life
cycle, namely Planning Phase, Analysis Phase,
Design Phase and Implementation Phase. The
evaluation procedure for students include aspects
of display quality, quality of presentation of the
material, comments, suggestions and conclusions.
Formative Evaluation of Student stages through
Evaluation Field / Field Evaluation, is the final
stage of the formative evaluation. Then sought a
similar situation to the actual situation. In the
implementation given to members of PKK cadres
are with various characteristics that include
background, gender, age, learning progress and so
on. The instrument is an invaluable tool in research
that aims to gather data systematically. Instrument
testing video clip media refers to instruments
issued by the Central Institute of Technology and
Communication (PUSTEKKOM) of the Ministry
of Education and Culture of the Republic of
Indonesia. In the media trying out learning through
video clips making a sweet bread is using the
instrument in the form of a questionnaire with a
rating scale of 1 to 5, which is sequentially value
of 1 is very good value, and the value of 5 is a very
good value. The goal is the grading scale used to
identify the weaknesses and strengths of products
made and can also be a material consideration to
revise the media components in the video clip of
making a sweet bread. The video clips of making a
sweet bread is expected to be a new tool for the
education community.
III. RESULT
CONDITIONS OF RESEARCH LOCATION
Location of making this video clip is in the
laboratorum pastry bakery Catering courses State
University of Jakarta, East Jakarta Jalan
Rawamangun Front, which is located in the
46
complex of the State University of Jakarta. Have
facilities for processing bread, learning, instructor,
making it possible to create instructional media
video clip making a sweet bread. State University
of Jakarta is also a multimedia learning center run
by the Faculty of Education Technology, open to
the public who are interested in improving
expertise in the management of information
technology especially in the field of formal and
non-formal education.
MEDIA EXPERT TRIAL
In the test phase , media products video clips
making sweet bread tested to Wahidin, S.Pi, MM.
an expert on the development of instructional
media based on PT. Copyright Global Integral
(Exploring Media and Technology) addressed in
Jalan Cilandak Central 2 No. 3A, Cilandak,
Special Capital Region of Jakarta 12430 (021)
70,652,257. There are thirty-five questions. From
the test results of instructional media video clip
making a sweet bread.
By looking at the calculation, the results of the
overall average value achieved is 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. This shows that the
learning materials video clip in making sweet
bread has a quality that can be said nice views of
aspects of the view, program and instructional, so
it can be used by students, teachers, professors or
people who are interested in obtaining a variety of
learning resources to support the learning process.
IV. CONCLUSION
This study aims to produce a model of education
in the form of media media Video Clip of making
bread through the mechanism of education and
learning in PKK cadres in order to improve the
local economy by using the media Video Clip
made with good design, efficient, efekif and
innovative so as to easily understood and can be
applied as a final destination guide to learning or
knowledge in making the sweet breads of various
content and taste. In addition, the application of the
results of this study will also provide opportunities
confidence in faculty as facilitators to use the
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
media Video Clip, whereas the PKK cadres, in this
study can be used over and over again so as to
facilitate learning and can be applied to other
communities as learning materials that produce.
The description shows that the target application of
media Video Clip bread making is very important
for people, especially the PKK cadres. The results
achieved in the development of this media has
been in the test phase media experts and expert
material. In the test phase media experts, media
products video clips sweet bread making is
obtained an overall average values achieved are
good that the point value of 4.14. By looking at the
calculation, criteria for the percentage obtained
which 82.86% are in very good criteria. In the test
phase, product video media clips sweet bread
making is obtained an overall average values
achieved are good, that is the point value of 4.46.
By looking at the above calculation, criteria for the
percentage obtained is 89.14% in the criteria very
well.
REFERENCE
[1] Arsyad, Azhar. 2003, Media
Pembelajaran. JakartaRaja Grafindo
Persada.
[2] Asnawir dan Basyirudin Usman. 2002,
Media Pembelajaran. Jakarta Ciputat
Press.
[3] Deni, Arisandi. 2011, Manfaat
Penggunaan Video Sebagai Media
Pembelajaran.
[4] Muhariati Metty, Dra. 2008. Buku Bahan
Ajar Roti. Jakarta UI Press.
[5] Munadi, Yudhi. 2008. Media
Pembelajaran, Sebuah Pendekatan Baru,
Gaung Persada Press, Ciputat.
[6] Tim Penyusun, 1995. Kamus Besar
Bahasa Indonesia. Balai Pustaka. Jakarta
HYPERLINKhttp://gora.edublogs.org/200
7/12/27/ayo-produksi-sendiri-video-
http://gora.edublogs.org/ 2007/12/27/ayo-
produksi-sendiri-video-, diakses 3Maret
47
 2009.

[7] Sunyoto Usman,2004, Pembangunan dan

Pemberdayaan Masyarakat, Yogyakarta
Pustaka Pelajar.

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.

Keywords: Physics Achievement, Expository Learning Model, Quantum Learning Model,

Learning Interest.

I. INTRODUCTION
In education, everything must be planned
and done in accordance with the goal of
keeping the results of education it can be
beneficial to the student and became a
capital of the basis for the survival of
learners with other communities. To achieve
this, each individual will need to undergo a
process of education and learning itself. It
was in accordance with the opinion of the
Ward who stresses that education is a
process of improvement which has the main
function in improving the quality of life of
the people (team development of science
education, 2007:230).
Vocational education should be able to
equip students with finding science concepts
with mature, so that the problems that will
arise in the future can be anticipated.
Physics is one of the subjects that exist in
Adaptive curriculum at Vocational School
areas of expertise in Technology. Physics is
part of the annual basic science of nature's
most fundamental and became the backbone
for the development of science and
technology. Development of students '
ability in physics is one of the keys to
success and improved skills in adapting to
the changes of the era of globalization.
The science of physics is actually very
interesting to study because it examines the
things that exist around humans, primarily
related to natural events. However, the
reality in the field (based on informal
interviews to some students and observation
the author in SMK Telkom Sandhy Putra
Jakarta) shows that in the learning process
of physics students look less enthusiasm,
creativity, and low power student being
indifferent. This is because Physics is
regarded as the science which cannot be
applied in the technology. In fact, for most

49
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.
On the other hand, the Vocational School is
required to prepare graduates with
competencies have been defined in order to
be able to compete in the world of
business/industry or compete at the level of
higher education, in accordance with
REGULATION No. 29 of 1990 about
secondary education that "Vocational
secondary education give priority to the
preparation of students to enter the
workforce and develop a professional
attitude" (Government regulation of the
Republic of Indonesia, 1990:1). The
competence of graduates of SMK refers to
the needs of the workforce that is able to
compete in the information age,
communication, and technology.
One of the factors that affect the quality or
the quality of education is the competence of
the students. Meanwhile, the competence of
the students is influenced by a variety of
factors, both internal factors (of the
students), such as: intelligence, interests, and
motivation; as well as external factors (from
the surrounding environment), such as:
teachers, curriculum, facilities,
implementation of learning. One of the
many factors that affect the process and
quality of learning is a factor of the students
themselves, i.e. the learning interest of
students. Therefore, teachers must be able to
create a situation that can support the
development of student learning, including
in encourage students to explore its potential
so that it can improve the results of the
study.
In the learning activities, interest is all the
driving force in students a learning activity
that creates continuity of learning activities
and provide direction on learning activities
so that the desired goals can be achieved.
Interest in studying the psychic factor is a
non-intellectual. A student who has a high
intelligence, could only get a low learning
outcomes due to lack of interest in learning.
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Based on the results of interviews with the
X-grade physics teacher in SMK Telkom
Sandhy Putra Jakarta and direct observation,
during the learning process of teachers are
more likely to convey the matter verbally
with the look of the power point
presentation and instantly giving handouts
power point form of the material/concepts
that are prepared. During learning, the
students sit listening material and records
was then asked to reveal back material
which has been described after the
completion of the discussion. Based on the
characteristics of the implementation of the
study which was carried out at this time, the
learning model used is a model of
expository learning because in this case,
teachers have a very dominant role. The
learning model as it makes the students
viewed as the object that receives the
explanations from the teacher, make
students become less active, and does not
stir up interest in his studies of learning
outcomes resulting in less than optimal.
The learning model applied in learning in
the classroom will indirectly affect the
activity of students. If the liveliness of
students included in the learning process,
students will feel itself play a role, so that it
will have the responsibility in the learning.
But conversely, if during the process of
learning the most dominate teachers,
students will feel indifferent and has no
responsibility in the learning.
The selection of an appropriate
learning model can create a cozy atmosphere
and fun. Quantum learning model is one of
the learning models insist freedom, relaxing,
amazing, fun, and exciting. Characteristics
in the model of quantum learning i.e.
structuring a learning environment that is
comfortable and fun as well as using a
customized musical accompaniment with the
mood.
Based on the exposure of the problem
above, then the author will conduct research
under the title "influence Model of learning
50
and Learning Interest against the results of
the Study of Physics".
The Results of Learning Physics
skill in using formulas, concepts, and
procedures is very important in the physics
calculations. Munn in Harrow defines about
skill, that of expertise do the task (Harrow,
1972:56). Therefore, errors in the use of
formulas, concepts, and procedures of any
calculation of course wrong, resulting in
errors in the determination of the magnitude
of quantity in physics. The results of the
study subjects in Physics is a measure that
indicates how far the physics learning
objectives have been achieved by the
learners through experiential learning that
has been acquired by looking at actual
capability level measured. The actual
capabilities within the cognitive domain
include: (1) remember (remember):
remembering is the process of retrieving
relevant knowledge of long-term memory.
Included in activities bearing in mind,
namely to recognize (recognizing) and call
back/remember (recalling). (2) understand
(understand): in this stage, the students
demanded to determine the meaning of the
message learning, whether oral, written, or
graphic communications. That is included in
this activity is to interpret, exemplify,
classifying, summarizing, comparing, and
concludes, explains. (3) apply (apply): in
this stage, the student is required to carry out
or to use the procedure in a given situation.
The activities included in the stage to apply
(apply) is running (executing) and
implement (implementing). (4) Analyze
(analyze): in this stage, the student is
required to break down the material into
sections constituting and detect how the
parts relate to each other and form an overall
structure. Included in activities analyzing is
the differentiating, organizing, and linking.
(5) Evaluate (evaluate): in stage of
evaluating, students create a consideration or
assessment based on criteria and standards
that exist. There are two kinds of cognitive
processes that are included in this category,
i.e. checking and critiquing. (6) Create
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
(create): in this stage, the student is required
to combine several elements into a unified
whole or create original product. There are
three kinds of cognitive process that belongs
in this category, namely, producing,
planning, and producing (Krathwohl,
2002:213 – 218).
From the above description, it can be
concluded that the results of the study of
physics referred to in this research is the
level of mastery of the students against the
subject matter of physics was studied after
was given a test on the cognitive aspects of
learning Physics during a certain period of
time based on the plan of implementation of
the learning that has been set.
The Learning Model
Learning can be defined as a planning or a
pattern that is used as a guide in planning
the learning in the classroom or learning.
Function model of learning is as guidelines
for designers of learning and teachers in
implementing the learning (Trianto,
2010:15). Strengthen the sense of Sagala
Syaiful by explaining that the learning
model is a conceptual framework that
contains systematic procedures and
organizing the learning experience of
students to achieve specific learning
objectives are functioning as a guideline for
teachers in learning (Sagala, 2010:176).
As for Soekamto in the posited meaning of
Trianto said, learning model is a conceptual
framework that describes a systematic
procedures in organizing the learning
experience to achieve specific learning
objectives, and serves as a guide for learning
designers and teachers in planning activities
of learning. (Trianto, 2009:22). Added by
Kardi and Noor that the term learning model
has a wider meaning than the strategies,
methods or procedures (Kardi, 2000:9).
Arends said, "The Term teaching model
refers to a particular approach to instruction
that includes its goals, syntax, environment,
and management system" (Arends, 1997:7).
That means that the term model of learning
leads to a certain learning approach
51
including its purpose, is, its environment,
and systems management.
From the opinion of some experts in the
above model of learning can be defined as
the description of a learning environment
that shows a pattern on a learning process
and result in certain environments that cause
students to interact so that the change
occurred especially on the behaviour of
students. The learning model in it contained
learning strategies, i.e., a pattern of learning
activity used to achieve learning objectives.
Therefore, the learning model is very helpful
in determining the teacher thing has to be
done in the class in order to achieve learning
objectives.
The learning model has four special
characteristics which are not owned by the
strategy, methods or procedures. These traits
are: (a) the theoretical logical Rational
composed by the creators or development;
(b) the Foundation of thought about what
and how students learn (learning objectives
to be accomplished); (c) the behavior of
learning that is needed to that model can be
implemented successfully; and (d) the
necessary learning environment so that
learning objectives that can be achieved
(Trianto, 2009:22).
In addition to the above characteristics,
according to Joyce and Weil in Dills and
Romiszowski, learning model has four main
elements, namely (1) syntax, i.e. operational
measures learning, (2) social system, namely
atmosphere and norms/rules that apply in
learning, (3) principles of reaction, i.e.
depiction of how teachers perceive, treats,
and respond to students, (4) support system,
i.e. any means, materials, tools, or learning
environment that supports learning , such as
the arrangement of the classroom or
curriculum material that can help learning
success (Drills and Romiszowski,
1997:522).
In addition to the specific characteristics and
the main elements on a model of learning,
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
according to a model of learning, Nieveen is
said to be good if it meets the following
criteria: (1) Valid (invalid). Validity of the
aspects associated with two things, namely:
(a) whether the model developed is based on
a strong theoretical rationale; and (b)
whether there is internal consistency. (2)
Practical. The aspects practicality can be
met only if: (a) experts and practitioners
menyatkan that what is developed can be
applied; and (b) reality shows that what is
developed can be applied. (3) effective.
With regard to the effectiveness of this,
provide the following parameters Nieveen:
(a) expert and practitioner based mirrors the
experience stated that the effective model;
and (b) the models operationally provide the
results as expected (Nieveen, 1999:127).
Quantum Learning Model
The term quantum or in bahasa
Indonesia are written with "quantum" has
the meaning as part of the energy can not be
separated again. The term quantum was first
introduced by Max Planck, a German
physicist, Germany at the end of the 19th
century in the quantum theory of light to
explain the blackbody radiation (Wirjawan,
2001:1). At the time he found a valid
Physics formulas can cope with ultraviolet
catastrophe. Since then, the term quantum is
widely used in various aspects of life, one of
which is used in the field of education and
learning (Siregar and Nara, 2010:81).
In the world of education, the term quantum
is often referred to as Quantum Learning.
Quantum Learning stem from an effort
Lazonov, Bulgarian Citizen, an educator
who is experimenting with so-called
Suggestology or Suggestopedia. The
principle is that the suggestion could and
definitely influence the results of the
learning situation, and every detail of events
of any kind can provide positive or negative
suggestion (DePorter and Hernacki,
2007:14).
According Bobbi DePorter, Quantum
Learning is part of the way of learning, but
52
it covers the important aspects of Neuro
Linguistic Programming (NLP). Neuro is a
brain, neural linguistic is a way of speaking
(verbal or non verbal), which can affect the
system of thoughts, feelings, and behavior.
NLP program is unique, IE do mental
building to get rid of old habits and beliefs
that result in failure, pessimism, less
confident, and replace it with a new program
that can optimize all brain function and
trigger a positive thinking pattern (Faisal
and Zulfanah, 2008:95 – 96). Quantum
Learning combines suggestion, acceleration
learning, and techniques of NLP with
theories, beliefs and methods of its own
(DePorter and Hernacki, 2007:16).
Expository Learning Model
The word Expository comes from the word
Exposition which means giving blurb
(exposure) which aims to explain the intent
and purpose. In the process of learning
Expository, meaning a teacher giving
explanation to learners about the facts, data,
or information that is important. Learning
Expository learning activity is centered on
the teacher, so that collectively, the learning
directly (direct instruction) or deductive
learning. The main goal in learning
Expository is "move" the knowledge, skills,
and values from the teacher to the students
(and Dimyati Mudjiono, 2006:172).
Expository learning model based on the
theory of information processing on outline
explaining the process of learning: 1) the
learner receives information about principle
or proposition explained by example, 2)
occur in self understanding learners on the
principle or the evidence given, 3) learners
draw conclusions based on its particular
formation, 4) action on the self learner,
which is the principle of processing
results/evidence in the actual situation
(Miarso 2004:530 – 531).
Methods used in learning models Expository
are: (1) the method of lecture: Is the most
common method used in the study. In this
method, the teacher presents the material
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
through interviews or oral explanation
directly against the students. (2) the method
of questioning: is a way of presenting
learning materials in the form of questions
that require answers to reach a goal. The
questions can arise from teachers, can also
from learners, so the answers can emerge
from teacher or learners (Mulyasa, 2007:114
– 115).
As for learning the steps in expository are:
(1) preparation (preparation): in this learning
preparation is an important step, successful
implementation depends on preparation.
Some of the things done in the preparatory
steps which are: (a) Give positive
autosuggestion auto suggestion and avoid
negative (b) start with a goal to be achieved
posited (c) open the files in the brains of
students, subject matter can be captured and
stored in memory while the corresponding
files are already available. (2) Presentation
(presentation): in presenting the teacher
must strive so that the subject matter can be
easily captured and understood by students.
Therefore, there are a few things to note in
this implementation. Some of the things
done in the presentation include: (a) use of
language, the language used should
preferably be communicative and easy to
understand as well as teachers should pay
attention to the development of the students.
(b) voice Intonation, sound settings
correspond to the message. (c) Maintaining
eye contact with students, eye contact is
very important to make the students pay
attention to the lesson. (3) Connect
(correlation): Measures the correlation step
is linking the subject matter with the
experience of students or with other things
that allows students to capture the
dependencies within the structure of the
knowledge that has been owned. (4)
Concludes (generalization): concluding
stages to understand is the essence of the
subject matter that has been presented.
Results can be summed up in several ways,
including the following: (a) reiterate the core
material that becomes the subject matter (b)
53
give some questions that are relevant to the
material (c) Mapping by mapping linkages
between material points. (5) the application
(application): the application step is a step
performance capabilities of the students
after they listen to the teacher. The
application can be done in several ways,
namely: (a) grant the relevant material. (b)
give the corresponding tests with material
that has been presented (Sanjaya, 2008:184
– 191).
Whether or not a successful model of
learning is influenced by effective or
whether the model that is used to achieve a
goal that has been set. There is no model of
learning which is considered better than the
others. There are a number of principles
must be observed in the Expository learning,
namely (a) Goal-oriented learning model:
before it is implemented, teachers formulate
learning objectives are clear and
measurable; (b) the principle of
communication. The teacher serves as a
message source and students serve as
message recipients; (c) the principle of
Preparedness. The teacher places students in
an attitude of good physical or psychic to
receive lessons; (d) the principle of
sustainability. The teacher can convey
material that can bring the students in a
situation of imbalance, thereby encouraging
students to search for and find or add insight
through the process of independent study
(Sanjaya, 2008:182 – 183). Basically the
Expository learning is same with the
learning that occurs with learning to accept.
Interest In Learning
Simple interest (interest) means the
inclination and high excitement or desire
toward something (Shah, 2011:152).
Furthermore, the interest is defined as the
sense of taste and prefer an interest in a
thing or activity, without anyone telling
(Slameto, 2010:180). Interest is essentially
acceptance will be a relationship yourself
with something outside themselves. The
stronger the relationship, or close to greater
interest in (Djaali, 2007:121). The existence
of the relationship of a person with
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
something outside himself, can give rise to a
sense of interest, so the existence of a
favorable reception. Close the relationships
or not will affect the small great interest.
In relation to learning, interests
according to the subject which is the
propensity of Wikel settled to feel interested
in the field of study or a particular subject
matter and had the pleasure of studying the
subject matter (Winkel, 1999:212). If
students feel happy to learn something then
it will be able to easily understand what has
he learned, so can get a fun learning
achievements.
Wikel opinion also reinforced by Slameto
who says that an interest can be expressed
through a statement which indicates that the
student prefer a thing than anything else, it
can also be manifested through participation
in an activity. Protege who has interest in a
particular subject tend to pay greater
attention towards the subject (Slameto,
2010:180). Therefore, the interest that has
been realized against learning areas likely
will keep the mind so that students can
master a lesson, in turn achievements earned
will add an interest that can continue
throughout life (Crow and Crow, 1989:249).
Interest is an interest to give attention to
something the object is accompanied by a
desire to find out more. The object can be
known and studied through a process of
study or through experience. This process is
a psychic symptoms closely related to one's
consciousness to the needs, thus leading to a
desire to fulfill them. The magnitude of the
interest and awareness of the magnitude of
the benefits and the perceived usefulness,
will affect the quality of the activities
undertaken.
A person is said to have an interest in
learning if the power arises interest formed
by affective and cognitive aspects in the
form of attitude demonstrated by: (1) the
existence of individual awareness, (2)
feeling love or pleasure, (3) have a
significance for him, (4) an interest that
arises from within, (5) actively participate
54
towards what is of interest, and (6) give Jakarta class X, then elected into the
greater attention regardless of the other (the population in this research is the affordable
focus). grade X. The number of students who are in
II. RESEARCH class X is as much as 320 students.
METHODOLOGY
The research method used was experimental To determine the sample in this study done
method that uses the pattern of influence by random from four existing majors in
between the free variables against the class X, which consists of: (1) Transmission
variable. Therefore, there will be one class Engineering (2) Switching Technique (3)
became the experimental class or class access network Techniques (4) computer
treatment that uses Quantum Learning as a and network. Having retrieved the course
model of learning in the classroom, and one that will be examined, then the sample will
of the control classes or class comparison, be grouped in two classes, namely class
i.e. the classes that use a model of learning control and experimental classes. The
Expository. The variable attribute is the control class is a group of students in
interest-free study divided students into high learning in the classroom using learning
learning interest and low learning interest in model Expository. Experimental class were
students of SMK Telkom Sandhy Putra a group of students in learning in the
Jakarta class X. classroom using the Quantum Learning
model. To determine the experimental class
The design of this research uses ANAVA and grade control is also done by random.
Treatment by 2 x 2 matrix, with the Level as
shown in table 1. Whereas to determine the groups of students
with an interest in learning high and students
Table 1 Research Design Matrix with low learning interest, performed by
calculating a score that students get on when
Interest Use The Learning Model (A) measured using a questionnaire study
In interest of the students. The data have been
Quantum Expository obtained a score of students through the
Studying
Learning Learning filling of the questionnaire will be sorted
Students
Model (A1) Model (A2) from greatest to least. As many as 27% of
(B)
High the Group's top (score of students of the
A1B1 A2B1 most great) categorized as students with an
(B1))
interest in learning, and as many as 27% of
Low
A1B2 A2B2 group bottom (score students from the least)
(B2)
categorized as students with low learning
interest. If the class of the control and the
Description:
experimental classes each consisting of 40
A1B1 = Implementation Model of Quantum Learni
students, then that will be used as a sample
A1B2 = Application Model of Quantum Learning i
in the research for each class is 40 x 27% =
A2B1 = Application Expository Learning Model on
10.8 or rounded into 11 people for students
A2B2 = Application Expository Learning
with an interest in learning, and 11 persons
Model on students with low
for students with low learning interest. So
learning interest.
the total sample in this research is 44
students.
Populations and Samples
The population in this study are all the
The Design Of Treatment
students of SMK Telkom Sandhy Putra
Jakarta. However, since in this study will
Prior to treatment learning, first reviewed
examine the results of learning Physics in
the factors in common of all experimental
students of SMK Telkom Sandhy Putra
55
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
groups i.e. similarity in the factors that (post-test) to find out the capabilities of late
influence the implementation of learning students. The overall results of the study
activities. Thus researchers are convinced data collected and then processed based on
that the experimental groups have the same descriptive statistics and statistics Inferential
characteristics (factors include learning in order to test the hypothesis that there is.
objectives, the same teachers, curriculum, Test data results are statistically analyzed
classroom conditions, implementation time student learning Inferential, whereas the data
of study) except in the treatment of learning. results of the questionnaires the students
analyzed statistically descriptive.
In addition to determining the above
treatment procedures, other things that need III. THE RESULTS OF THE
to be prepared in this stage is: (a) create a RESEARCH AND THE
questionnaire to determine the sample group
of students with an interest in learning high
DISCUSSION
The data used for the variables studied
and low learning interest. Starting from the
physics results obtained from test results
preparation of operational definition,
studied physics which are filled by students
preparation of the lattice, to validate the
from the class of controls (using the
grains statement; (b) drawing up planning
Learning Model Expository) and
implementation of learning (RPP)
experimental classes (using the Quantum
corresponding to model Quantum Learning;
Learning Model). Results of the instruments
(c) Make the test results of the study to find
studied physics consists of 20 multiple
out students ' ability when before, at the time
choice questions that have tested the validity
of execution, and after learning. Making
and the reliability.
learning outcomes tests done from the start
to design lattice up to test the validity and
Data results obtained then studied physics
reliability of grains of matter.
are grouped in accordance with the names of
students who become sample in the
The steps that will be performed during the
research. In each class, either a class or a
process of research is: (a) provide a
class experiment control, there are two
questionnaire to be filled by the learning
groups of samples based on their learning
interest of students to specified groups of
interests, i.e., a total of 11 students learning
students with an interest in learning high and
interest group lower and 11 students on
low learning interest; (b) divide the two
study interest groups is high, so that a
classes, which consist of class treatment and
sample of students in this study amounted to
control classes. In each class, there are
22 students in classroom experimentation
groups of students with an interest in
and 22 students in the class of the control.
learning high and low learning interest. On a
Overall, the results of the data studied
class of treatment (Class X Tel 1), applied to
physics can be seen in table 2.
the use of the learning model of Quantum
Learning, whereas in the control class (Class
Table 2 average results of Learning Physics
X Tel 2), applied learning models use
Expository; (c) Students are given tests
Learning Model
before learning (pre-test) for knowing the
Learni Quantu Number
initial capabilities of students; (d) the
ng m Expositor of Row
teacher carry out learning in accordance
with RPP have been made in each class and Interest Learning y (A2)
grade control experiments. (A1)
High
After the treatment was implemented, the (B1)
teacher gave the test the results of the study
56
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 ̅̅̅ ̅̅̅ ̅̅̅̅̅ Criti
Test
cs
Statis
No Group Coun
n tics Results
Low . s t
(Lcount
(B2) ̅̅̅ ̅̅̅ ̅̅̅̅̅ (Ltable
)
)
Numbe Normal
2 0.118 0.167
r of 1 A1 Distribut
̅̅̅̅̅ 2 3 6
Colom ̅̅̅̅̅ ̅̅̅ ion
Normal
2 0.167 0.167
2 A2 Distribut
2 1 6
Description: ion
n = Number of Sample Normal
2 0.160 0.167
̅ = Average Value 3 B1
2 7 6
Distribut
ion
Testing Data Analysis Requirements Normal
2 0.145 0.167
Inferential or inductive statistics requires the 4 B2 Distribut
2 0 6
existence of distribution model to estimate ion
the population parameters. Therefore, before Normal
1 0.215 0.249
making a hypothesis testing needs to be 5 A1B1 Distribut
1 5 0
done testing of normal distribution model ion
that is used to determine the data that each Normal
1 0.208 0.249
variable analyzed research that will form a 6 A1B2 Distribut
1 9 0
normal distribution. Test process ion
requirements analysis in this research is a Normal
1 0.186 0.249
requirement that must be met in order for the 7 A2B1 Distribut
1 2 0
use of the variant analysis including ion
statistical group parametric can be applied Normal
1 0.226 0.249
for the purposes of testing the hypothesis. 8 A2B2 Distribut
1 6 0
ion
Test For Normality
Requirements testing normality is done Test for Homogeneity
using the technique of Liliefors test against Its homogeneity test was used to test a
the data retrieved. Ho stated that testing sample of the research comes from a
criteria score Gaussian, if L-counts is population that is homogeneous or not. Its
smaller or equal to the value of the L-table, homogeneity test made against: (a)
in other things, Ho is not acceptable. As for treatment of the two groups (A1 and A2)
the testing requirements of normality on the using the formula test Fisher; (b) two groups
acquired data can be seen in table 3 with the of attributes (B1 and B2) using the formula
test criteria as follows: the Fisher test; and (c) four groups of
H0 = normal distributed sample, if Lcount  experimental design (A1B1, A1B2, A2B1,
Ltable A2B2 and) use test Bartlett.
H1 = abnormal distributed sample, jika Lcount As for the testing requirements of its
> Ltable homogeneity on the acquired data can be
seen in table 4 with the test criteria as
Table 3 Summary of test result of normality follows:
H0 = homogeny population sample
H1 = non-homogeny population sample

Table 4 Summary of test results of its

57
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
homogeneity Varianc d
JK
e Source b
Criti
Stati Between 1 96. 96.02 4.72 4.08
No cs
Groups stic Results Learning 02
. Valu
Test Interest
e
Homogen Between 1 16 164.2 8.07 4.08
F Learning 4.2 0
A1 and count Ftable y
1 = Model 0
A2 = 2.8 populatio
2.36 Interacti 1 105 1050. 51.6 4.08
n sample
Homogen on 0.57 57 5
Fcount Inside 4 81 20.34
B1 and Ftable y
2 = Group 0 3.6
B2 = 2.8 populatio
2.26 4
n sample
A1B1, Homogen Total 212
4
A1B2,  2
y Reductio 4.43
coun
 table
2 3
3 A2B1, = populatio n
t
=7.81
and 0.96 n sample
A2B2 From the results of the calculations in table
4, it can be concluded that: (1) rejected the
zero hypothesis (H0) stating that the average
Hypothesis Testing score of the Group of students that are
Test the hypotheses used to process data interested in learning a high average score is
research results in the form of numbers, so equal to the Group of students that are
that it can produce a logical conclusion. interested in learning because Fh = + 4.72 >
Hypothesis testing is carried out using two Ft (0.05) = 4.08. With turned H0, means
lines of variance analysis techniques (anava there is a difference of the results significant
two ways) on the 0.10 level of significance studied physics between groups of students
- that are interested in studying high with
test. groups of students who have an interest in
learning. (2) Reject the zero hypothesis (H0)
Anava two lines stating that the average score of the group
use of ANAVA two line aims to look at the lesson that students use a Model of Quantum
two main influences and one influence Learning is equal to the average score of the
interactions. His main influence was the Group of students using a Learning Model
difference in the use of learning models Expository because Fh = 8.07 > Ft (0.05) =
against outcomes studied physics learning 4.08. With turned H0, means there is a
interest and influence against the results of difference of the results between significant
the study of physics. Influence of the studied physics Quantum Learning Model
interaction between the influence of the use with models of learning Expository. (3)
of the learning model with an interest in Reject the zero hypothesis (H0) stating that
learning against the results of the study of there is no interaction between the learning
physics. Statistical analysis of ANAVA two model with an interest in student learning,
lines in this research was conducted with the because Fh = 51.65 > Ft (0.05) = 4.08. With
help of a computer, the Microsoft Excel turned H0, means there is an interaction
program is summarized in table 4. between the learning model with an interest
in student learning against the results of the
Table 4 Summary of results of Anava two study of physics. This interaction is shown
lines in Figure 1.

58
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.

Tabel 5 Summary Results of Tukey Test

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
59
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 use a Model of learning Expository
average value of raw Byway with
77.95 5.27. Test results two lines
anava refused H ¬ 0 which States
that the average score of the Group
of students who learn by using the
Model of Quantum Learning (A1) is
equal to the average score of the
Group of students who learn by
using the Model of learning
Expository (A2) because Fh > Ft
(0.05). With turned H0 then it can be
inferred that there is a difference in
the results of studying the Group of
students who learn to use the Model
of Quantum Learning (A1) and the
results of a study group of students
who learn to use the Learning Model
Expository (A2). Test results t and
Tukey test reject H0 stating that the
average score of the Group of
students who learn by using the
Model of Quantum Learning (A1) is
equal to the average score of the
Group of students who learn by
using the Model of learning
Expository (A2) because t-count = t-
table > 1.88 (0.05; 43) = 1.68 and Qh
= 4.02 > Qt = 3.94. With turned H0,
H1 then received, stating that the
average score of the Group of
students who learn by using the
Model of Quantum Learning (A1) is
higher than the average score of the
Group of students who learn by
using the Model of learning
Expository (A2).
(2) the second Hypothesis: there is the
influence of the interaction model of
learning and learning interest against the
results of the study of physics. Anava
test results two lines rejected the zero
hypothesis (H0) stating that there is no
influence of the interaction between the
learning model with an interest in
student learning because Fh = 51.65 > Ft
(0.05) = 4.08. With turned H0, then the
alternative hypothesis (H1), so that it can
be said that there is an interaction
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
between the learning model with an
interest in student learning against the
results of the study of physics.
(3) a third Hypothesis: the results of a study
of physics learning interest in students is
high among students for learning using
Learning Expository Model higher than
on a student during the learning using
models of Quantum Learning. The
average value of the results of the study
of physics learning interest of students of
higher learning by using following
Model Quantum Learning is its junction
with 75.46 raw + 5.22; While groups of
students with an interest in high-learning
Learning Model with the following
Expository the average value was 81.36
with raw Byway 3.93. The results of the
test of anava reject H ¬ 0 which States
that the average score of the Group of
students with an interest in high-learning
learning by using the Model of Quantum
Learning (A1B1) is equal to the average
score of the Group of students with an
interest in learning of higher learning by
using Learning Models Expository
(A2B1) because Fh > Ft. With turned H0
then it can be inferred that there is a
difference the average results of study
groups of students with an interest in
high-learning using Models and
Quantum Learning Group of students
with an interest in high-learning using
Learning Model Expository. The results
of a test of Tukey reject H0 stating that
the average score of the Group of
students with an interest in high-learning
learning by using Quantum Learning
Model the same as the average score of
the Group of students with an interest in
learning of higher learning by using
Learning Expository Model due to Qh =
1 Qt > = 4.26. With turned H0, H1 then
received, stating that the average score
of the Group of students with an interest
in high-learning learning by using
Learning Model Expository is higher
than the average score of the Group of
students with an interest in learning of
higher learning using models of
60
 Quantum Learning.
(4) the fourth Hypothesis: the results studied
physics at students with low learning
interest among students for learning
using models of Quantum Learning on
students is higher than that for learning
using Learning Model Expository. The
average value of the outcomes studied
physics students with low learning
interest for learning using models of
Quantum Learning was 88.18 with raw
Byway 4.62; While groups of students
with low learning interest of learning
with models that follow the Learning
Expository the average value was 74.55
raw Byway with 4.16. The results of the
test of anava reject H ¬ 0 which States
that the average score of the Group of
students with low learning interest in
learning by using the Model of Quantum
Learning (A1B2) is equal to the average
score of the Group of students with low
learning interest in learning by using
Learning Models Expository (A2B2)
because Fh > ft. With H0 turned it then it
can be inferred that there is a difference
in the results of study groups of students
with low learning interest in learning by
using the Model of Quantum Learning
(A1B2) and average score groups of
students with low learning interest in
learning by using Learning Models
Expository (A2B2). The results of a test
of Tukey reject H0 stating that the
average score of the Group of students
with low learning interest in learning by
using the Model of Quantum Learning
(A1B2) is equal to the average score of
the Group of students with low learning
interest in learning by using Learning
Models Expository (A2B2) due to Qh >
Qt. With turned H0. then H1 is accepted,
stating that the average score of the
Group of students with low learning
interest in learning by using the Model
of Quantum Learning (A1B2) is equal to
the average score of the group is higher
than the low learning interest in learning
by using Learning Models Expository
(A2B2).
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
IV. RESULTS
Quantum Learning model used in this study
aims to improve the learning results of
physics. The results showed that use of
Quantum Learning Model provides a more
optimal outcomes for students who have an
interest in learning. Quantum Learning
model is less than optimal when applied to
students with an interest in learning. This is
because the characteristics of a Model of
Quantum Learning demands a lot of
preparation in the beginning of the study,
such as working in groups, writing down the
words of motivation, making notes with the
layout and less colorful according to the
characteristics of individuals with an interest
in learning.
The results showed that for students
with an interest in learning high then
learning that gives optimum result is
Expository Learning Models, but as a whole
it is evident that the results studied physics
student group that uses Quantum Learning
Model higher than groups of students that
use Model Expository.
Learning from the results of research and
data processing has been done, then there
are some research findings that can be
summed up , among other things: (1) it is
evident that the results studied physics to a
group of students during the learning in the
classroom using the Quantum Learning
Model is higher than in the Group of
students during the learning in the classroom
using Learning Models Expository; (2) it is
evident that there is an influence of the
interaction model of learning and learning
interest against the results of learning
Physics; (3) it is evident that the application
of the Model of learning Expository learning
outcomes of higher Physics for Students
which has an interest in learning high; (4) it
is evident that the application of the Model
of Quantum Learning outcomes learning
Physics is higher for the Students Group
which has a low learning interest.
61
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.
62
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.

Keyword: Media, pre-elderly, diabetes mellitus

I. INTRODUCTION 159.1 ± 69.6 mg / dl. Pre-elderly and elderly

that indicated diabetes respectively of 33.3%
According to WHO, Indonesia is in ranks 4th of and 17.5%. A wrong diet method is the reason.
people with diabetes mellitus in the world. In Usually wrong diet method is done by urban,
2000, there are 8.4 million people in Indonesia not rural. Because, urban can enjoy a variety
who get diabetes. However, in 2006 in foods. This problem should be anticipate as
Indonesia rise sharply to 14 million, which only early as possible, so that number of sufferers
50% were aware of them have it and only 30% are not rising everytime. One prevention effort
who came for treatment regularly. It is estimate can be done through education.
in 2030 the number of people with diabetes
mellitus will rising until 21.3 million. The Nutrition education program is a strategy under
number of diabetics in Indonesia is very heavy directorate of community nutrition ministry of
to handle by a specialist, even by all existing health to prevent the problem of health and
health workers. Diabetes will have an impact on nutrition. This strategy based on the evaluation,
the quality of human resources and increasing such as food substitution, food fortification and
health care cost, then all parties, either public or supplementary feeding.
private should participate in a diabetes
prevention effort. The disease is not only
suffered by the elderly, but also among the pre- II. OBJECTION
elderly. As shown by the research results
Istiany in 2009 and 2012, the average blood
sugar levels of pre-elderly and elderly who live The objective is to develop a wide range visual
in Jakarta respectively 171.9 ± 87.7 mg / dl and
63
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
media about pre-diabetes among elderly.
III. BENEFIT
Education about diabetes mellitus is a must to
give to the society, especially for the pre-
elderly as prevention of diabetes mellitus.
IV. METHODS
A. Place and Time
The research conducted in South Jakarta,
because it is based on research by Istiany in
2009 and 2012 it is known that the prevalence
of diabetes (11.1%) higher than in East Jakarta
(10%), Central (8.2%), and West (7.4%). The
research is from June to September 2015
B. Methods
The study was conducted using the method of
development (model developed by Borg and
Gall) to make a visual video about diabetes
mellitus.
C. Sample and sampling technique
The sample was one expert material about
diabetes mellitus determined by purposive
random sampling. And 27 elderly people to
assess to pre-visual media. The sample is
determined by simple random sampling.
D. Data collection techniques
The research is the development of video media
about DM In this development carried out
several stages of evaluation by the respondents,
namely:
a. Test experts (Expert Review) involves 1
expert material about DM
b. Individual testing (One to one
Evaluation) involves two people pre-
elderly
c. Limited trial (Small Group Evaluation)
trial conducted back to 5 pre-elderly
d. Field trials (Field Test) tests are
performed simultaneously to the 20 pre-
elderly
Instrument testing three kinds of media on top
using the format evaluation refers to the
evaluation of audio-visual media issued by the
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Central Institute of Technology and
Communication (PUSTEKKOM) and the
Faculty of Education, State University of
Jakarta (UNJ) that are commonly used in the
development of learning products.
E. Analiysis data
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.
V. RESULTS
Expertise Result
Number of questions posed to the expert media
as much as 8 closed questions and 2 open
questions in the form of advice and product
feasibility. From the results of the assessment
by experts of material obtained from the data
that can be seen in table 2.
By looking at the description above, the
calculation of the average value of the overall
results achieved are good that the point value of
3.93. This figure shows that the material
presented in the media has a quality that can be
considered good. From the comments of
experts who recommended the material showed
the following results.
• Impression: material about diabetes is
good and interesting for pre-elderly
• Suggestion:
Some images need to be added
There is a typo like indulin, should insulin and
others that need to be corrected more
Punctuation number of high glycemic index is
still wrong
A. Respondent characteristics
64
Respondents in this study were pre-elderly aged
45-59 years. The results showed the average
age of respondents 53 years old with the
youngest 45 and the oldest 59 years old. A total
of 18.5% of respondents aged 45-50 years,
66.7% aged 51-55 years, and 14.8% of
respondents aged 56-59 years. Here is the
frequency of data taken from the age of 27
respondents in this study:
B.2. education level
Here are the latest education data frequency
taken from 27 respondents in this study:
B.3. Gender
The following is the data frequence
sexes taken from 27 respondents in this study:
C. Media Test to Respondent
C.1. Individual test
In the test phase individually, these media
products tested on 2 people pre-elderly.
Number of questions posed by 5 closed
questions and one question in the form of notes,
criticisms, and suggestions. From the test
results of this media, information obtained as
follows:
By looking at the results of the calculation
above, the overall average values achieved is
good, with the overall value of 16 with an
average value of 3.2. This shows that the media
has a quality that can be considered good. In
terms of making the media already meet quality
media in general, which is good. From advice
given by respondents include:
1. The duration of time that is too fast
2. The use of long sentences should be
avoided
3. Need to use words that attract so raises
the curiosity of respondents
4. There are some phrases (terms) that are
difficult to understand
C.2. Limited Test
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
In this phase is limited test, media product is
tested to 5 respondents simultaneously.
Number of questions posed by 5 closed
questions and one question in the form of notes,
criticisms, and suggestions. From the test
results of this media, information obtained as
follows:
By looking at the results of the calculation
above, the overall average values achieved are
good, with overall score of 17 with an average
value of 3.4. This shows that the media has a
quality that can be considered good.
C.3. Field Test
At this field test, these media products tested to
20 respondents simultaneously. Number of
questions posed by 5 closed questions and one
question in the form of notes, criticisms, and
suggestions. From the test results of this media,
information obtained as follows:
By looking at the results of the calculation
above, the overall average value achieved is the
overall value of 22 with an average value of
4.4. This shows that the media has a quality
which can be considered very good.
D. Revision
At this stage the product will be revised based
on appraisals by experts of material and test
results to the respondents. Things that need to
be improved are:
• Some images need to be added
information
• The use of long sentences should be
avoided
• There is writing a typo like indulin,
should insulin and others that need to be
corrected more thoroughly
• Punctuation number of high glycemic
index is still wrong, writing <should>
• The duration of time that is too fast
• Need to use words that attract so raises
the curiosity of respondents
• There are some phrases (terms) that are
difficult to understand
65

E. Product Analysis
E.1. Product Name
This research resulted a product 'Media Video
about diabetes mellitus (DM) to improve the
knowledge of pre-elderly "material that is
presented in the form of VCD is about the
definition of DM, the occurrence, how to
detect, symptoms, causes, types, groups at high
risk for diabetes mellitus, complications,
prevention and treatment, the recommended
foodstuffs, restricted and avoided, glycemic
index and diet for people with diabetes.
E.2. Characteristic
To operate the media there are the system
requirements that must be met. This program
can be deployed and run on a TV set and a
DVD player, can also be used with a computer.
E.3. Advantage
The advantages of these products can save time,
and can be played repeatedly.
VI. CONCLUSION
The average value is based on the results of
expert assessment of the overall material
achieved is good that the points value of 3.93.
This figure shows that the material presented in
the media has a quality that can be considered
good.
The average value of individual test results of
3.2 (both categories), limited testing of 3.4
(both categories) and field trials of 4.4 (very
good category)
REFERENCES
[1] Arisman. 2004. Gizi dalam Daur
Kehidupan: Buku Ajar Ilmu Gizi. Jakarta:
EGC.
[2] Badawi, H. 2009. Melawan dan Mencegah
Diabetes, Bantul : Araska.
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
[3] Barr, S.I., McCarron, D.A., Heaney, R.P.,
Dawson-Hughes, B., Berga, S.L., Stern,
J.S. & Oparil, S. 2000. Effects of
increased consumption of fluid milk on
energy and nutrient intake, body weight,
and cardiovascular risk factors in healthy
older adults. Journal of The American
Dietetic Association 100:810-817.
[4] Bilous, R. 2002. Bimbingan Dokter pada
Diabetes, Jakarta: Dian Rakyat
[5] Dictionary of Food Science & Nutrition.
1998. Kuala Lumpur: Golden Books
Center.
[6] Hadi, H. 2005. Beban Ganda Masalah
Gizi dan Implikasinya Terhadap
Kebijakan Pembangunan Kesehatan
Nasional. www.gizi.net. [7 Juni 2007].
[7] Istiany, A., Rusilanti dan Sachriani. 2009.
Revitalisasi Pos Pembinaan Terpadu
Dalam Peningkatan Kesehatan dan Status
Gizi Lansia Berbasis Pemberdayaan
Masyarakat. Jakarta: Laporan Hasil
Penelitian.
[8] Istiany, A. & Rusilanti. 2012. Analisis
Daya Terima terhadap Variasi Menu
dengan IG rendah untuk Penderita
Diabetes Mellitus. Jakarta: Laporan Hasil
Penelitian.
[9] Karim, N.A & Kather, H.M.M. 2003.
Nutritional Status and Food Habits of
Middle-aged Adults in Selected Areas of
Selangor. Mal J Nutr 9(2): 125-136.
[10] Karsin, E.M. 2004. Peranan Pangan dan
Gizi dalam Pembangunan. Di dalam :
Yayuk BF, Cesilia MD, A Khomsan,
editor. Pengantar Pangan dan Gizi.
Jakarta: Penebar Swadaya. Hlm 4-6.
66
 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.

Keywords : Model education, formation of preferences, food balanced nutrition, empowerment

I. INTRODUCTION children (www.gizi.net). In 2008 also

decreased from the previous year, the
Nutrition is one of the important factors for number of malnourished children reach 4
determining the quality of human resources million children (Department of Health,
(Almatsier, Sunita, 2002). Child is one 2010).
group of malnutrition, which in this age of 1. Children depend on the upbringing
rapid brain growth is still ongoing (Istiany of parents, so that knowledge of the
Ari & Rusilanti, 2013). Lack of knowledge mother role in the nutritional status
of nutrition and health of the parents, of children (Moehji, Sjahmein,
particularly the mother is one of the causes 2003). Parenting of children
of malnutrition in children (As'ad, Suryani, influence the onset of nutritional
2002). According to the data of 2006 in problems (PERSAGI, 2003).
Indonesia, the number of children suffering Attention sufficient and appropriate
from severe malnutrition reaching 4.8 parenting would give a great
million children. In 2007 there was a influence in improving the
decrease, the number of children suffering nutritional status (MOH, 2002).
from severe malnutrition reached 4.1 million Empowerment as a process of
67
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 developing, memandirikan,
menswadayakan, strengthen the
bargaining position of the lower
layers of society against suppressive
forces in all areas and sectors of life
(Sutoro Eko, 2002). Regulation No.
7 of 2007 concerning Community
Empowerment Cadre, stated that
empowerment is a strategy used in
the construction of society in an
effort to realize the capabilities and
independence in society, nation and
state (Article 1, paragraph (8)).
2. The first year has produced
interactive media in the form of a
DVD that contains 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. The validation results
obtained are as follows: Assessment
Test Expert Matter (Subject Matter
Expert) for interactive media in the
form of a DVD with a point value of
32. The average value of 4.5 is the
criteria very well. Assessment for
interactive media in the program
Video with point 30. The value is an
average value of 4.28 was the
criterion very well. Test Expert
Media (Media Expert) on media is
achieved is good, with the points
value of 107. The test results are
material to the media Video is good,
with point values 110. The overall
average value in the can is 3.67. Test
Effectiveness Model of Education
determine the extent of the
usefulness of this medium done. Test
the effectiveness of these media in
two ways: Pre Test: Based on the
SPPS with the Wilcoxon test with a
II. METHODS
This study was conducted in IHC located in
the Village Rawamangun, East Jakarta.
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
resulting mean = 13.70 min = 8 and
max = 16. Post Test: Based on the
SPPS with the Wilcoxon test with a
resulting mean = 13.95 min and max
= 10 = 16. Thus, the average ratio of
the value of pre-test and post-test
respondents after a given learning
media such as DVD and Video
answer the question, an increase of
0.25 points. Through the results table
Wilcoxon signed rank test was
obtained a significance level (α)
which is equal to 0.005. It is known
that 0.0075 <0.05 indicates that the
level of significance obtained H1
will be accepted. That is, of the
Wilcoxon test results can be known
that the results of post test of the
respondents to grade the
development of interactive media
(DVD and Video) is greater than the
pre test them.
3. As a follow up of the results of the
study in the first then the second year
will test the effectiveness of using
interaktifdalam DVD and Video on
Posyandu by dividing into two
groups: given the treatment by using
interaktifdalam DVD and video and
a control group that did not use the
media , but only using a hand-out. It
is to see how the effectiveness of the
media used in teaching children to
form a preference for a balanced diet
gives good results.
4. Further explore whether the mothers
who have children and have to get
counseling from the cadre's using the
media to apply in preparing food for
toddler according to what he knew,
and seek information on whether
children under five like the mother's
food prepared.
Retrieval of data held on 2 IHC. The
Posyandu cadres in having as many as about
20 people. As well as mothers who have
children with a number of 20 people.
68
This study was carried out aimed at Data that has been tested when it comes
analyzing the effectiveness of the use of from a population that is normally
interactive media in the form of DVD and distributed and the fourth group of data
Video in the design of educational model of (samples) that are not interconnected has a
the formation of the child's favorite food is population variance is homogeneous then
nutritionally balanced against the mother qualified to be analyzed by using a technical
based on community empowerment that can analysis of the data through analysis of
be used by the cadre's and housewives variance (ANOVA) two-lane design with
Rawamangun village. treatment 2 x 2. If the results of the analysis
This study uses Quasi Experiment by using of variance showed differences of treatment
two groups: the control group and the group, the difference of the independent
experimental group (Sugiyono, 2010). variable on the dependent variable and there
is interaction between the independent
Research procedure: variables with the dependent variable, then
1. The group is divided into two, the analysis will be followed by Tukey's test
namely the control group and the in order to test the hypothesis further
treatment group. (Arikunto Suharsimi, 2007).
2. Before the extension in the two
groups carried out the pre-test
3. In the control group counseling was III. RESULTS AND
using a hand-out. DISCUSSION
4. In the treatment group counseling is
done by using interactive media in Testing Requirements Analysis Normality
the form of DVDs and video with the Tes Population Distribution
opening and preceded by a brief The calculation results are described in the
explanation of the purpose of following table:
education.
5. Once completed counseling in both Table 1. Results of Normality Test Data
groups were post test. Distribution of Population Research
6. The difference in the results obtained NO Group n Lo Lt Result
were tested using ANOVA test 1 A1 20 0,112 0,190
Normal
All data collected is analyzed to know how 2 A2 20 0,078 0,190
the respondents' assessment of the program Normal
that has just been tested. Each aspect is 3 B1 20 0,12 0,190
considered a minimum must obtain a score Normal
of 3 (quite), if less than enough then in that 4 B2 20 0,14 0,190
aspect should be corrected. Normal
5 A1B1 10 0,154 0,258
Data from the measurement of learning Normal
outcomes in the form of knowledge and 6 A1B2 10 0,221 0,258
skills must meet the requirements of data Normal
analysis through the test of normality and 7 A2B1 10 0,14 0,258
homogeneity test. Testing normality of the Normal
data is done by using Liliefors. Data analysis 8 A2B2 10 0,17 0,258
consisted of descriptive analysis and Normal
inferential analysis

69
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
From the above table shows that the eight
groups were tested with Liliefors smaller
than Lt (Lo <Lt). Thus concluded that all
groups of data in this study come from the
population of normal distribution.
b. Research Hypothesis Testing
After the test requirements are met then the
two lines of analysis of variance (ANOVA
2x2) can be performed to test the hypothesis
of the study, if there is an interaction then
tested further by using the Tuckey test.
Based on the calculation ANOVA two lines
above can explained that:
1. There are differences between the
cadre's learning outcomes are using
media in the form of DVD and video
with others use the cadre of media
handout. The average result of
learning cadre's group A1 = 79 is
significantly larger than the average
group A2 = 70; Based on the
calculation table of F> F table (0.05);
12.47> 4.11, then reject H0 so that
there is a very significant difference
in the learning media A1 (media in
the form of DVD and video) and A2
(media handout)
2. There were no significant differences
in learning outcomes between the
cadre's drill method (B1) with STAD
method (B2). The average cadre's
learning outcomes from group B1 =
75.5 is not much different from
group B2 = 76; as a result of F <F
table (0.05); 0.54 <4.11 then Fh <Ft
then there is no significant difference
in the learning method B1 (drill
method) and B2 (method STAD).
3. The third hypothesis: Calculation
results of analysis of variance two
lanes Fhitung price obtained
interaction = 5.34 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.
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
Based on the description of the research that
has analyzed the above that the media in the
form of DVD and video on a balanced
nutritious diet for infants have better results
than the media handout so that media
interaktifdalam form of DVD and video can
effectively improve learning outcomes
cadre's better than using a media handout.
With these results we can establish a model
of nutritional education is media in the form
of interactive media in the form of DVD and
video on a balanced nutritious diet for
infants, the media and the method can
improve learning outcomes in the form of
knowledge and skills in nutrition counseling
on cadre's so indirectly assist government
programs in community empowerment
(Sunyoto Usman, 2004).
IV. CONCLUSION
For models with media education in the
form of DVD and video will be tested
effectiveness to mothers who have children
in the village Rawamangun as a source of
research data untu analyze how effective the
education model. Expected after this study
housewives may have knowledge in
choosing a varied menu for children. So that
the education model of the formation of the
child's favorite food is nutritionally balanced
on community-based mother received the
Community and to improve the knowledge
and skills of research defined as urgency.
Through research and testing, it can be
concluded as follows in general the media in
the form of DVD and Video on nutritionally
balanced meals to children better than the
media handout in improving learning
outcomes cadre's. That is, the learning
outcomes in nutrition counseling cadre's
about nutritious food for children under five
increased by more effectively using the
media on DVD and Video. In addition there
is an interaction effect between instructional
media and teaching methods. That is,
70
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.

[1] Almatsier, Sunita, 2002. Prinsip

Dasar Ilmu Gizi. Jakarta: Gramedia

[2] Arikunto Suharsimi, 2007.

Manajemen Penelitian, Jakarta :
Rieneka Cipta

[3] As’ad, Suryani, 2002. Gizi

Kesehatan Ibu Dan Anak.
Depdiknas. Jakarta.

[4] Departemen Kesehatan, 2010.

Capaian Pembangunan Kesehatan
Tahun 2011. Depkes RI: Jakarta

[5] Istiany Ari & Rusilanti, 2013. Gizi

Terapan. Jakarta: Rosda.

[6] Moehji, Sjahmein, 2003. Ilmu Gizi

Penanggulangan Gizi Buruk. Papas
Sinar Sinanti. Jakarta.

[7] Permendagri RI Nomor 7 Tahun

2007 tentang Kader Pemberdayaan
Masyarakat, Bandung : Fokus
Media.

[8] PERSAGI, 2003. Penuntun Diit

Anak. Jakarta: Gramedia

[9] Suhardjo, 2003. Perencanaan Pangan

dan Gizi. Jakarta: Bumi Aksara.

[10] Sugiono, 2010. Statistika untuk

Penelitian. Bandung:Alfabet

[11] Sunyoto Usman, 2004,

Pembangunan dan Pemberdayaan
Masyarakat, Yogyakarta : Pustaka
Pelajar.

71
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015
 72
Faculty of Engineering, Universitas Negeri Jakarta
Dewi Sartika Building, 2nd floor UNJ
Jakarta, October 27th 2015