hasbi sjamsir in institute of education, univ of london united kingdom

8/2/2019 Hasbi Sjamsir in Institute of Education, Univ of London United Kingdom

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REPORT OF ABROAD SHORT TERM TRAINING

BERMUTU BATCH IV PROGRAM

IN INSTITUTE OF EDUCATION, UNIVERSITY OF LONDON

by:

1. Selly Nurina Suraya; IKIP PGRI Madiun2. Niko Sudibyo; Universitas Pelita Harapan3. Lilik Ulfiati; Universitas Jambi4. Ribut Wahyu Eriyanti; Universitas Muhammadiyah Malang5. Yuli Rochmijati W.; Universitas Muhammadiyah Purwokerto6. Hasbi Sjamsir; Universitas Mulawarman7. Fiskia Rera Baharuddin; Universitas Negeri Makasar8. Widdy Rorinpandey; Universitas Negeri Manado9. Andri Zainal; Universitas Negeri Medan10. Farid Ahmadi; Universitas Negei Semarang11. Kartika Ratna Pertiwi; Universitas Negeri Yogyakarta12. Dery Abdurrachim Iskandar; Universitas Pasundan Bandung

13. Made Agus Dharmadi; Universitas Pendidikan Ganesha14. Muhamad Yusup; Universitas Sriwijaya15. Sugeng Sutiarso; Universitas Lampung

DIRECTORATE OF HIGHER EDUCATIONMINESTRY OF EDUCATION AND CULTURE

December, 2011


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ACKNOWLEDGEMENTS

In the Name of Allah, The Beneficent, The Merciful. All Praise be to Allah

SWT, the Lord of the universe, and Gratitude fully be to Him for the health and the

strength that enables us to complete this report. We believe that without His grace,

blessing, and guidance, this report would not have been accomplished. Peace and

blessing be upon the beloved Prophet Muhammad SAW, his family, his companions

and his followers.

The report is as short description of all of participants activiti es who join the

short training program for 12 weeks (September-December 2011) at Institute of Education of London University, London. Every participant shares his/her ideas and

recommendations to submit the report based on his and her own experiences during

observations and visitations. Both the recommendations and opinions, then, are

summarized into a complete report by the report team work.

The participants would like to convey their great thanks to the Director of

Education and Educator Labour of Higher Education of Indonesia Education

and Culture Ministry Bapak Prof. Supriadi Rustad, Ph.D., his staffs namely IbuNani Winarni and Pak Wisnu Murti; to all Rectors of Universities who would like to

allow the participants to join the short term training program, to all staffs of

Indonesia Embassy in London, especially Bapak Prof. Fauzi Sulaimen, Ph.D., and

Ibu Dewi; to Director of Institute of Education of London Uniersity, especially

Dr. Roy Gardner for invaluable advice, inspiration and patient guidance through

the maze of conducting this short term program. May Allah always bless all of them.

Hopefully the short report could be more beneficial for improvement and

development of education in Indonesia, Amien.

London, December 2, 2011

The group leader

Hasbi Sjamsir


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TABLE OF CONTENTS

ACKNOWLEDGEMENT .................................................................................................. iTABLE OF CONTENTS ................................................................................................... iiExecutive Summary/Abstract....... ................................................................................ iii

A: INTRODUCTION/ BACKGROUND ............................................................................... 1B: PURPOSES AND OBJECTIVES ..................................................................................... 2C. EXPECTED RESULTS ................................................................................................... 3D. IMPLEMENTATION .................................................................................................... 3

1. Title of Training .................................................................................................... 32. Time and Avenue ................................................................................................. 3

3. Training Organizer ................................................................................................ 34. Training Participant ............................................................................................. 3

E. TRAINING MATERIALS ............................................................................................... 41. Substance and Lesson Learned ............................................................................ 42. School Visit and Lesson Learned .......................................................................... 123. Focus of Learning ................................................................................................. 25

F. ACTION PLAN ............................................................................................................ 37G. CONCLUSION ............................................................................................................ 48

H. SUGGESTION/ RECOMMENDATION ......................................................................... 49I. CLOSING ................................................................................................................... 50

APPENDIX ...................................................................................................................... 51


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Executive Summary/Abstract

The advance of a nation is affected by the quakity of its human resources.Education service is considered as one of effective ways to generate a more qualifiedfuture generation. The role of school-teacher is sought very critical within thisscheme as well as the teacher- educators functions at the teacher training institutionto provide proper trainings for the teacher-students performing their best service inthe actual four-wall of class teaching and learning process. In sum, preserving thelecturers from the school of education with more advance knowledge and relevantprofessional development contribute a crucial impact toward the increase of valueadded for both teacher-students individual knowledge and skill of teaching-learning.

This overseas advanced course for teacher educators from Indonesia is alsodedicated to achieve the objective as above. This training was held in Institute of Education (IOE), University of London, city of London, United Kingdom (UK);comencing for twelve (12) consecutive weeks. In general, the training material individed into three sections: (1) general lecture and class discussion; (2) schoolvisitation, and; (3) attending and observing the Post-Graduated Certificate of Education (PGCE) program in respective subjects with the field of expertise of training participants. The general lecturers are conducted in the main hall of IOEwhich each of guest lecturers share the recent practical knowledge about teachingmanagement and responsibility, and special need education. In a more detailed, theyalso discuss about the best practice to implement those concerns into curriculum,assessment for learning and class management in UK perspective. School visitationswere included study-trips into primary and secondary schools, academy/college anduniversities conducting teacher route-based programs. In term of PGCEs classobservation, all of Indonesias training participants were involved in shadowing andanalyzing the teacher education program which is similar with the one so called asPendidikan Profesi Guru (PPG) that just has been conducted in Indonesia.

There are numerous benefits have been gain from this short course. It ishoped that the outcomes of this training can be used as useful references towardimproving the quality of teacher-students skills individually and teaching-learningprocess in the existing Primary Teacher Education (PGSD); Secondary TeacherEducation (PGSM); Special Needs Teacher Education (PGSLB); as well as theIndonesians PGCE. Such as, (1) balancing both theory and practice in a proportionalscheme that is integrated within the PGCE curriculum and module; (2) thecomprehensive and standardized evaluation method of PGCE programs; (3) theautonomous- school concept that has been practiced in most of UKs schools in a neatway; (4) the attractiveness and variety of the student s learning environment; (5) theactive involvement between parents and other stakeholders; and (6) the excellentperformance of teachers who conduct their services with strong passion and sinceritysupported by a good preparation in advance. Therefore, these evidences can beenlightening and inspiring the other teacher-educators and teacher-students inIndonesia.

hasbi sjamsir in institute of education, univ of london united kingdom

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