proceedings - eprints.umm.ac.ideprints.umm.ac.id/53596/45/eriyanti - learning text-based...

th4 International ConferenceThe Community Development in

ASEAN Phnom Penh, Cambodia, March 22-23, 2017

P R O C E E D I N G S

e-mail: [email protected]

ppsychology

forumf

Table of Contents

Message from the General Chair and Program Chairs Organizing Committee and Area Chairs Outstanding Reviewers

Islamic Religious Education Based On Sufism Construction Epistemology of Islamic Education . 1

A. Sulaeman

Assesment Environmental Sustainability at Upper Watershed Area Based on Bioindicators

Knowledge Using The Rapid Appraisal of River Conservation Status (RapRiCons) for Sutainable

River Conservation ...................................................................................................................... 17

Abdulkadir Rahardjanto1, Haryoto Kusnoputranto2, Dwita Sutjiningsih3, Francisia SSE Seda4

Analysis Of Factors Affecting The Non Muslim Become Customers Islamic Banks In

Purwokerto .................................................................................................................................. 28

Akhmad Darmawan1, Suyoto2

The Design and Excellence Analysis of Android-Based GMET (Green Mapping Engine

Technology) for Medicinal Plant Mapping .................................................................................. 38

Ahmad Fajri¹, Slamet Widodo²

Analysis on Secondary Math Teachers Comprehension and Readiness in Joining Teachers’

Competency Test (UKG) .............................................................................................................. 46

Drs. Ahmad, M. Pd , Eka Setyaningsih, S. Si, M. Si , Anton Jaelani, S. Pd, M. Pd

Utilization Of Agricultural Waste To Reduce The Impact Of Compaction In Growing Medium

Onion ........................................................................................................................................... 59

Aman Suyadi & Agus Mulyadi Purnawanto*

Intensification Process of Lignin Isolation from Biomass – A Review ......................................... 72

Anwar Ma’ruf1,2,a, Bambang Pramudono2,b, Nita Aryanti2

THE CONTRIBUTION OF DĪN-I-ILĀHĪ TOWARDS THE LIFE AND CULTURE OF INDIAN PEOPLE .... 79

Anwarsyah Nur

ASEAN, INTERCULTURAL AND THE ROLE OF FOREIGN LANGUAGE LEARNING BASED

CROSSCULTURE APPROACH (INDONESIAN EXPERIENCE OF BIPA) ............................................. 94

Arif Budi Wurianto

The Comparative Study of Sharia Banking’s Legal Instrument in Southeast Asia: the

Developments, Opportunities, and Challenges .......................................................................... 98

Astika Nurul Hidayah

The Transmission of Values of Javanese Culture in Scout Education ....................................... 108

Budiono,Sapriya,Aim Abdulkarim,Muhammad Numan Somantri

TEACHERS’ EDUCATIVE SPEECH ACT IN CLASSROOM LEARNING ............................................. 124

Daroe Iswatiningsih

THE POTENTIAL OF CHILDREN DIRECTED LANGUAGE (CDL) TO LESSENTHE LEXICAL GAP OF

INDONESIAN LANGUAGE .......................................................................................................... 129

Dewi Kusumaningsih, Djatmika, Riyadi Santosa, D. Edi Subroto

Preliminary Study: Human Strengths of Javanese Never-Married Aging ................................. 139

Diah Karmiyati

Neuroticism and Gratitude to God as Self-Regulation: Facet Analysis ..................................... 147

Djudiyah1 and Marina Sulastiana2

STUDENTS’ UNDERSTANDING OF THE SMART SOLUTION METHOD AND ITS USE IN SOLVING

STRAIGHT LINE PROBLEMS ........................................................................................................ 157

Dwi Priyo Utomo

Modeling the Nationalism Character Building through Hidden Curriculum Attachment for High

School Student at Frontier Area of Indonesia ........................................................................... 165

Dwi Sulisworo1, Aulia2

RECEPTION PATTERN REPRESENTING THREE CULTURES IN INDONESIAN LITERATURE: READER

RESPONSE STUDY AND CULTURAL STUDIES ............................................................................. 175

Ekarini Saraswati

MODEL EFFORT OF IMPROVEMENT OF COMPETITIVENESS MADRASAH ALIYAH THROUGH

IMPLEMENTATION CREDIT BASED CURRICULUM (Case Study in Madrasah Aliyah East Java) . 189

Eko Supriyanto and Sujinah ................................................................................................... 189

EDUCATIONAL ENHANCEMENT IN THE BORDERS AREA TO SUPPORT THE COMMUNITY

DEVELOPMENT IN WEST KALIMANTAN .................................................................................... 202

Ella Yussy Dwi Astuti, Dwi Sulisworo, Tri Wahyuningsih

Solving Eucledian Geometry Problems through Polya’s Approach........................................... 209

Akhsanul In’am

SELF CONTROL, PEER GROUP AND LEARNED DISCIPLINE THE VOCATIONAL HIGH SCHOOL

STUDENT ................................................................................................................................... 217

Ari Firmanto & Afika Putri Anjani

Integrated Farming with Agro-industry for the Sustainable Cassava Production: an Experience

from Trenggalek Regency, Indonesia ........................................................................................ 227

Bambang Yudi Ariadi 1, Maman Haeruman K2, Dini Rochdiani2, Elly Rasmikayati2

Morphological Diversity and Germplasm Conservation Strategies of Phaseolus lunatus L in East

Java ............................................................................................................................................ 238

Elly Purwanti1, Wahyu Prihanta2

Analysis on Universal Moral Values as the Bases for Developing Character Education in

Kindergarten .............................................................................................................................. 248

Endang Poerwanti

COLLABORATIVE LEARNING ACTIVITIES WITH INTERNET-BASED NATURE OF GOOGLE DOCS . 261

Erly Wahyuni

Balancing the Developmental Aspect on Value Based Character Building through Boarding

School System in Indonesia ....................................................................................................... 267

Fuadah Fakhruddiana1, Dwi Sulisworo2

The Implementation Of Participatory And Social Justice Used In The Arrangements Of Land

Acquisition And Implementation Of Development For The Public Interest ............................. 276

Fifik Wiryani

ISLAMIC EDUCATION IN INDONESIA: A Historical Analysis of Development and Dynamics .... 291

Haidar Putra Daulay

Conception and Tendency in Java Families in Naming the Children in Indonesia .................... 308

Hari Windu Asrini

THE ROLE OF PEER ASSISTANCE MODEL IN IMPROVING STUDENTS’ WRITING SKILL .............. 316

Hartono

HIKMAH MUTA'ALIYAH (TRANCENDENTAL THEOSOPHY) A NEW SCHOOL OF THOUHGT IN

ISLAMIC PHILOSOPHY ................................................................................................................ 328

Hasan Bakti Nasution

SALAFI MOVEMENT ORIENTATION IN INDONESIA ................................................................... 343

Ibnu Hasan

A Learning Management Design For An Inclusive Class ............................................................ 353

Ichsan Anshory A M

Application Of Lignochloritic Probiotics In Feed: Strategies To Increase Production, Quality And

Safety Of Dairy Milk Farm ......................................................................................................... 361

Indah Prihartini1 and Khusnul Khotimah2

SHIFTS IN THE UNDERSTANDING OF RELIGION FROM IDEAL-RATIONALITY TO PRAGMATIC-

MATERIALISTIC: PHENOMENON NEW FLOW IN ISLAM IN INDONESIA .................................... 368

Ishomuddin

The Learning Values Of Social Competence In The Traditional Game “Gembatan” For Children

................................................................................................................................................... 378

Iswinarti

The Adolescent Competence In Managing Small Medium Enterprises (Umkm)

Through Advertising In Social Media ........................................................................................ 388

Joko Suryono, Nuryani Tri Rahayu, Mohammad Hansudin, Mahendra Widjaya

Integration Of Science And Islam At Islamic Higher Education In Indonesia ............................ 398

Khozin

Observation on the Effectiveness of Experimenting and Discussion (ED) Learning Model

Implementation ......................................................................................................................... 410

Khusnul Basriyah, Miftah Nur Solikh, Ollyvia Ika Prastiwi, Eka Indaryani

Harmonization of Adultery Regulations in Indonesian Criminal Code with Islamic law ........... 416

Laras Astuti and Trisno Raharjo

Resilience And Social Adjustment As The Mediation Of Relation Between Neuroticism And

Psychological Symptomatic Condition Of Patients With HIV/AIDS In Indonesia ...................... 427

Latipun Latipun , Al Thuba Septa Priyanggasari

Waste Decomposer Microbe Consortium in Effort to Improvement Public Health ................. 437

Lud Waluyo

The Development Of Nation Character EducationThrough Environmental EducationIn

Elemetary SchoolIn Batu – East Java ......................................................................................... 448

M. Syahri

Teen Character Education In The Perspective Of Islamic Education ........................................ 457

Makhful

Developing A Test Of Academic English Proficiency (Taep) For Non-Native Spekers Of English

................................................................................................................................................... 468

Masduki

The Policy Implementation of Nutrition Education in Elementary School Permata InsanMalang

Indonesia ................................................................................................................................... 473

Moch. Agus Krisno Budiyanto

A Character-based Local Curriculum Development Model in Vocational High School (A Study of

Vocational High School Curriculum Development in Indonesia) .............................................. 481

Moh. Mahfud Effendi

THE NEW ORIENTATION OF ISLAMIC REVIVALIST MOVEMENTS IN THE CONTEXT OF POST-

REFORM INDONESIA ................................................................................................................. 493

Moh. Nurhakim

An Analysis Of Message Signifying Of Heritage Media In The Society Of South Sulawesi -

Indonesia ................................................................................................................................... 500

Muslimin M

Effect Demography Factor, Achievement Motivation on Lecturer Competence ..................... 522

Nida Hasanati

Developing A Local Wisdom-Based Multicultural Civic Education Model In Higher Education 531

Nurul Zuriah

Phase And Dynamics Of Social Movement Of Lapindo Mud Disaster Victim Against The Nation

And Corporation Domination (A Study Conducted In Sidoarjo-East Java, Indonesia) .............. 549

Oman Sukmana

The Antioxidant Activity of lycopene and β-carotene of Tomato Fruit (Licopersicum pyriform)

as Anti-aging in Rats .................................................................................................................. 558

Poncojari Wahyono

The Roles of Receptor P55 (TNFR1) and P75 (TNFR2) in Increasing Pain of Temporomandibular

Joint (TMJ) Disorder .................................................................................................................. 568

Prasiddha Mahardhika El Fadhlallah1, Jenny Sunariani2

Bankruptcy and Suspension of Payment Law: Lesson from Indonesia Court Decision ............ 573

Rahayu Hartini

Consumers’ Awareness on Environment: A Study on Purchasing Behavior of Fresh Apple in East

Java, Indonesia .......................................................................................................................... 582

Rahayu Relawati1, Masyhuri2, Lestari Rahayu Waluyati3, Jangkung Handoyo Mulyo4,5

Developing Rural Community Through Creative Village Regulation ......................................... 591

Rahtami Susanti

Character Education In The Family Of Female Migrant Workers In Indonesia ......................... 598

Ratna Kartika Wati

High level Lipoproteine-Associated Phospholipase A2 (Lp-PLA2) Promote Atherogenecity Low

Density Lipoprotein at Normal Level ......................................................................................... 604

Retno Susilowati1), Djanggan Sargowo 2), Askandar Tjokroprawiro3)

POWER GAP AS A TRIGGER OF VERBAL ABUSES COMMITTED ................................................. 614

Dr. Ribut Wahyu Eriyanti, M.Si., M.Pd.

The Role Peer Support Group To Provide Social Support Person Living With HIV/AIDS (PLWHA)

................................................................................................................................................... 633

Rinikso Kartono

Evaluate The Implementation of Batu Go Organic Program In Giripurno Village, Bumiaji Sub-

district, Batu .............................................................................................................................. 643

Hendro Prasetyo, 1) Raditya Ghifarry Zikriafdhillah 2),

Educational Supervision to Improve Teacher Professionalism in 21st Century Learning ......... 650

Rizalul Fiqry1, Sarjono2, Hikmah Mu’alimah3, Agustinasari4

Public Awareness on Solid Waste Handling in Bandar Lampung .............................................. 658

Rizka Firdausi Pertiwi1*, Hendro Muliarto2

A NEW PARADIGM FOR ISLAMIC HIGHER EDUCATION IN INDONESIA: Institutional and

Curriculum Aspects ................................................................................................................... 665

Saiful Akhyar Lubis, M.A

THE EFFECT OF TRANSFORMATIONAL LEADERSHIP, COACHING, AND JOB SATISFACTION ON

EMPLOYEE JOB PERFORMANCE ................................................................................................ 680

Santi Riana Dewi

Integration General Education Model In General Compulsory Subject and Sugarcane

Agribusiness Management Subject Based SINGULARWEBINAR ............................................... 691

Setyo Budi, Harianto, P., and Prihatiningrum, A. E.

The Elimination Of Domestic Violence Based On Community (A Reflection of Community

Empowerment in Winong Pekalongan Indonesia) .................................................................... 701

Shinta Dewi Rismawati

Students’ Gestures on Algebraic ThinkingProcess in Pattern Generalization ........................... 711

Siti Inganah1

Religious Commitment and Pre Marital Sex in Adolescent....................................................... 725

Siti Maimunah

Cross Culture Understanding for Communication on Foreign Language Course in Malang Raya

................................................................................................................................................... 733

Sri Hartiningsih

Modernism Of Islam, A Descriptive Historical Analysis ............................................................ 745

Sriyanto

Verbal Expressions of Saman Novel by Ayu Utami ................................................................... 762

Sugiarti

The Dynamics Of The Regulation Of The Local Head Election System Towards A Democratic

And Aspiratory Local Head Election System ............................................................................. 775

Sulardi

The Impact Controlling Of The Increasing Plant Pathogens Virulence To Prevents Environmental

Degradation ............................................................................................................................... 789

Sutarman

Grammatical Structure of Notary Text: The Study of Exploitation Conjunction, Interclause

Relationship, and Interpretation of Meaning ........................................................................... 804

Sutji Muljani,Dwi Purnanto, Sumarlam

The Role Of The Community Empowerment Activity Character PKK Districts City Tegal

Indonesia ................................................................................................................................... 808

Tity Kusrina, Suyahmo,Dewi Liesnoor Setyowati,Masrukhi

CHARACTER FORMATION OF THE GOOD DEEDS THROUGH TRANSFORMATIVE FASHIONABLE

SUFISM Human Resources Development Model of Muslim in PT Telkom Indonesia .............. 812

Tobroni

Marital Rape In IndonesianCriminal Law Perspective ............................................................... 828

Tongat & Isdian Anggraeny

GENDER MAINSTREAMING IMPLEMENTATION ON THE FUNCTIONAL LITERACY EDUCATION IN

THE EAST JAVA PROVINCE ......................................................................................................... 834

Trisakti Handayani

Matematics Educations in Era of The ASEAN Economic Community (AEC) .............................. 841

Turmudi

Development Of Teaching Materials Syntax:Indonesian Sentence Contextual Approach To

Education For Indonesian Language And Literature Students In Surakarta Indonesia............. 848

Tutik Wahyuni1,2, Sarwiji Suwandi1, St. Y. Slamet1, Andayani1

Influence Of Job Satisfaction And Organizational Commitment On Organizational Citizenship

Behavior (OCB) .......................................................................................................................... 855

Ugung Dwi Ario Wibowo & Rafika Annisa Faradila

Inquiry To The Use Of ASEAN Way:China Increase Posturing And Indonesia’s Role In South

China Sea Dispute ...................................................................................................................... 864

Ujang Komarudin and Pitut Pramuji

The Empowerment of Fishermen Household with Entrepreneur Mindset Approach to the

Enhancement of the Competitive Human Capital .................................................................... 886

Vina Salviana Darvina Soedarwo, Ihyaul Ulum and Uci Yuliati

Learning Islamic Studies Using Integrative Paradigm ............................................................... 894

Wage

Full Team Teaching Model of Integrated Natural Science in Junior High School based on 2013

Curriculum ................................................................................................................................. 901

Yuni Pantiwati

The Student’s Interest And Motivation On Enrolling The Study Programe Of Islamic Education

Universitas Muhammadiyah Purwokerto Academic Year 2015/2016 ...................................... 915

Zakiyah

4 th International Conference the Community Development in ASEAN ®2017

614

LESSON STUDY AS EFFORTS TO IMPROVE TEACHER PROFESSIONALITY

IN INDONESIAN LANGUAGE LEARNING BASED ON TEXT

Ribut Wahyu Eriyanti

FKIP University of Muhammadiyah Malang

[email protected]

Abstract

Curriculum 2013 has been implemented since 2013. One form of improvement of theCurriculum 2013 in Indonesian language learning is the application of Indonesian languagelearning based on text. Curriculum 2013 has been planned since 2013, but until 2016 not allschools implement it. This activity is conducted with the aim of helping teachers to improvetheir understanding of the concept of Indonesian language learning based on text and theability to apply it in learning. This activity is carried out in the form of collaborative LessonStudy with teachers in the implementation of learning from planning, implementation, toevaluation and reflection. The results showed that through Lesson Study, teacherprofessionalism is increase. Teachers have understood the principles of text-based Indonesianlanguage learning, able to understand the competence of students that must be developedthrough text-based Indonesian language learning, able to develop text-based Indonesianlanguage learning tools, able to implement text-based Indonesian language learning, andimplement assessment of Indonesian language learning based on text.

Keywords: learning, text-based, Indonesian language


615

INTRODUCTION

The 2013 curriculum conducted in schools since 2013. However, the implementation

has not been synchronized in all schools in Indonesia. Only a few schools are designated as

target schools that are assured to have implemented the 2013 Curriculum and there are some

schools that have volunteered to implement it in schools, especially since 2014.

Completion of Curriculum 2013 is intended as one of the strategic efforts to improve

the quality of education, especially preparing the next generation to be able to think high

order, creative, innovative, noble personality, love to their nation, and proud to be Indonesian

(Minister of Education and Culture RI, 2013 ). This is accordance to the priorities of national

development within the next twenty years, that is to realize the Indonesian people who have

noble character, moral, ethical, cultured, and civilized based on the Pancasila Philosophy

(Attachment of the Minister of Education and Culture RI No. 58 of 2014).

The role of Indonesian language learning in the Curriculum 2013 is very strategic,

especially as a science advocate. It is in accordance with the function of the Indonesian

language as receiver and transmitter of knowledge. By developing the ability of logical

thinking, critical, creative, and innovative, the role of Indonesian as the advocate of science

will continue to grow in line with the development of Indonesian language.

One form of improvement of Curriculum 2013 in Indonesian language learning is the

application of text-based Indonesian learning approach. With this approach, students are

expected to be able to produce and use texts in accordance with their goals and social

functions. Indonesian language learning is not merely emphasized on the development of

language knowledge, but rather as a text that carries out the function of becoming a source of


616

self-actualization of its users in academic social and cultural context. Text interpreted as a

language unit, both verbal and nonverbal, which expresses the meaning contextually.

The role of teachers is very important in the effort of developing the ability of students

to produce and use text in accordance with the purpose and function of social language.

Teachers play a role in creating learning situations that allow students to develop their ability

to understand and produce texts according to the social objectives and functions of the text.

To that end, teachers are required to be creative and innovative, especially in selecting and

developing teaching materials, designing and managing constructive learning so as to enable

students to learn actively interactive, constructive, and creative (Siswono et al., 2012; Susilo,

2010; Directorate General of Quality Improvement Educators and Education Personnel,

2010).

In order to carry out the task of his profession, teachers are required to develop their

competence in order to meet the demands of the development of science and technology.

Therefore, as a form of actualization of teacher's duties, the government through the Ministry

of National Education facilitates teachers to be able to develop their profession in a

sustainable manner (Law Number 20 Year 2003, Law No. 14 Year 2005 on Teachers and

Lecturers and Government Regulation Number 19 Year 2005 National Education Standards

(Ministry of National Education, 2010). Sustainable Profesional Development (SPD) is a

continuous form of learning for teachers. That is the main medium for making the desired

changes related to student success.

SPD can be done through three forms of activities, namely self-development, scientific

publications, and innovative works (Ministry of National Education, 2010). Self-development

activities can be done through the functional training and collective activities of teachers to

improve the competence of the teaching profession that includes: pedagogical, personality,

social, and professional competence. Self-development activities that include functional


617

training and collective activities of teachers should prioritize the needs of teachers to achieve

the standards of professional competence, especially with regard to learning.

These needs include (1) the competence of RPP preparation, work program, education

planning, evaluation, etc .; (2) mastery of material and curriculum; (3) mastery of teaching

methods; (4) competence to evaluate learners and learning; (5) mastery of informatics and

computer technology (ICT); (6) innovation competencies in learning and education system in

Indonesia, etc.; (7) competence to meet current theoretical demands; and (8) other

competencies related to the implementation of additional tasks or other tasks relevant to the

functioning of the school.

One of the efforts undertaken to develop teacher professionalism in a sustainable

manner is Lesson Study. Lesson Study is a form of training of educator profession to improve

learning quality and teacher professional development through collaborative learning and

continuous learning activities based on the principles of collegiality and mutual learning to

build the learning community (Susilo, 2010).

Lesson Study activities are emphasized in three stages: planning or designing (plan),

doing (do), observing and continuing to reflect (see). The planning stage is done to produce

an effective learning design. For that, the activities of designing learning are done

collaboratively by several teachers who belong to one group of Lesson Study. After the

compilation of the design of learning, followed the implementation phase of learning in

accordance with the resulting learning design. One group member acts as model teacher,

while the other members act as observers. Observations focused on student learning activities

based on the design of the learning process. One of the objectives of observation is to learn

from the ongoing learning experience. Based on the observation, reflection was done.

Reflection activities are directed at identifying the strengths and weaknesses of the lessons

learned


618

Through Lesson Study activities, teachers can gain experience learning from each other

about real learning in the classroom. Through the collaborative activities of designing

learning, teachers can exchange ideas and experiences about constructive learning planning.

Through activities menagamati learning activities of students in learning, teachers can

understand the learning process that can foster the spirit of student learning. In addition,

teachers can also obtain a conducive classroom management practice for students to acquire

the knowledge, skills, and develop their attitude constructively. Through reflective learning

activities in collaboration, teachers can broaden their insights and creative ideas to develop

and improve their learning.

Based on that consideration is held activities of teacher competency development in

MTS Jabung through Lesson Study. It is also based on the consideration that the 2013

Curriculum has been implemented in sasran schools for one semester.

However, in line with the change of the Minister of Education and Culture of

Indonesia, the implementation of the 2013 Curriculum in some new educational institutions

implemented for less than three semesters should be postponed for the reasons of field

evaluation of its implementation in designated schools (Dirjen Dikdasmen 2014) . It is also

experienced by MTs Ahmad Yani, Jabung, Malang. In the MTs, the 2013 Curriculum has

been implemented for one semester and finally dismissed its implementation. After that, in

this school re-applied Curriculum 2006.

Although it has only been implemented for one semester, it can be found that teachers

complain in implementing Indonesian language learning in accordance with the Curriculum

2013. It was revealed by the teacher that Indonesian language learning becomes boring

because one theme is taught up to several lessons. The teacher's statement implies that the

concept of text-based Indonesian learning is not fully understood by the teacher. Therefore, it


619

is necessary to develop the insight and skills of teachers in the implementation of text-based

Indonesian language learning.

This Lesson Study is conducted to improve teachers' understanding of text-based

Indonesian language learning and the ability to implement it in learning. The objectives of the

Lesson Study are to (1) inculcate the concept of textbook-based Indonesian approach to

teachers, (2) to improve teachers' ability to apply text-based Indonesian learning approaches

in planning, implementing and evaluating learning. The target of this activity is to increase

the understanding of MTs Ahmad Yani Jabung teacher, Malang Regency about the concept

of text-based Indonesian language learning and the ability to apply it in Indonesian language

learning practice from planning, implementing and evaluating the learning activities.

METHOD

The purpose of this activity is to improve the understanding and ability of teachers in

implementing text-based Indonesian language learning. In accordance with the established

objectives, this Lesson Study activity is carried out collaboratively by MTs lecturers and

teachers. Ahmad Yani Jabung, Malang Regency. Collaboration is implemented from the

determination of the problem, preparation of learning planning, implementation of learning,

to evaluation and reflection of learning. It is based on the opinions of Steyler and Hiebert (in

Susilo, 2010: 20) that Lesson Study is a collaborative process, that is, a group of teachers

identifies learning problems, designs learning scenarios, conducts learning according to

scenarios that have been compiled while other teachers observe, evaluate and revise learning

scenarios. The result of the revision of the learning plan is implemented and observed,

evaluated and re fl ected again. It is based on the opinion of Sutopo and Ibrohim (in Susilo,


620

2010) that Lesson Study is focused on three stages: Plan, Do or See, and See (afterwards and

reflect on the observations)

With Lesson Study strategy, collaborative work in learning Indonesian is implemented

through the procedure of preparation of lesson plan (Plan), implementation of learning in

accordance with plans that have been compiled collaboratively teachers and lecturers (Do),

Observation (See), and reflection (Ceck) on implementation of learning based on lesson plans

that have been prepared collaboratively. The lesson planning is arranged by the teacher in

collaboration with the lecturer starting from the determination of the competence to be

developed in the learner, the formulation of learning objectives, the determination and the

development of the learning material, the selection of strategy and the learning method, the

preparation of the learning steps (learning scenario), the selection of the media and the source

learning, up to evaluation of learning.

Based on the lesson plan that has been prepared, conducted learning and evaluation.

During learning, one teacher acts as a model teacher. The other teachers acted as observers

accompanied by the Lecturer Team from University of Muhammadiyah Malang. During the

execution of the lesson, the other teacher conducts the observation. Based on the results of

observations reflection on the planning, implementation, and evaluation of lessons learned.

The reflection activity begins by the model teacher conveys the impression and

experience of learning. Other teachers respond and present observations about student

learning activities and teacher activities during learning, both positive and negative. Based on

the results of reflection, improvement of lesson plan for the next activity was carried out

RESULTS


621

Improved teachers' ability in text-based Indonesian language learning through the

Lesson Study program was held in MTs Ahmad Yani Jabung, Malang Regency. MTs Ahmad

Yani Jabung Malang is a school managed and organized by the public (Private School). This

educational unit was officially established on August 11, 1982. Vision of MTs. Ahmad Yani

Jabung, "Excellence in Advanced Achievement in Advanced Innovation in Creation". Based

on that vision, the mission is to (1) improve the students' imtaq and science and technology;

(2) improving discipline, tolerance and harmonious relationships among school people; (3)

improving student learning services with optimal ability in the academic field; (4) improving

the use of laboratory services and school libraries; (5) developing student talent and interest

in KIR, Olympic subjects and life skills skills; and (6) develops extra-curricular activities and

non-academic achievements in sports and arts fields.

Efforts to realize school vision and mission are carried out through various

intracurricular and extracurricular activities. These activities have produced results in the

form of achievements achieved by students, especially in the field of extracurricular,

including drumband to the level of East Java Province. However, in the field of intrakurikuler

still has not shown a prominent achievement.

Curriculum applied in this school is still Curriculum 2006. It was adjusted with

instruction of Education Office of Malang Regency that schools that have implemented

Curriculum 2013 but not yet until two year have to return to Curriculum 2006. Because at

that school Curriculum 2013 only implemented in one semester, then the Principal's policy

that the Curriculum implemented at this school is back in the 2006 Curriculum.

Since the 2013 curriculum has only been implemented for one semester, the teachers

still do not deeply understand the characteristics and direction of the Curriculum 2013. This

was revealed by the three Indonesian teachers, one of whom also served as Headmaster. The

statement is also seen from the lesson planning that has been prepared by the teacher.


622

The difficulties experienced by Indonesian language teachers in this school mainly lies

in the understanding of the approach and direction of learning Indonesian in accordance with

the Curriculum 2013. It is also caused by the teacher's mastery of the Curriculum 2013 is still

limited. As a result, the teacher returns to the textbook that has been set for use in learning.

The Indonesian textbooks used in this school are books published by publishers, not

recommended by the Ministry of National Education because of their limited number. Based

on these problems, the school decided to keep using books from public publishers. Having

reviewed the contents of the book was also there are some weaknesses, especially in terms of

presentation that has not been systematic.

It caused the students and teachers difficult to understand the nature and direction of

learning Indonesian. Based on the conditions that this activity is done by focusing on

improving teachers' understanding of text-based Indonesian language learning and the ability

to apply it in the implementation of learning.

Results of Lesson Study Implementation

Starting from the problems faced by Indonesian teachers, Lesson Study activities in this

school are implemented to improve the professionalism of teachers in the implementation of

learning. This lesson study activity is carried out in four stages, namely the planning stage

(Plan), the implementation of learning (Do), observation (See), and reflection (Ceck).

The planning stage is done by the workshop of the preparation of the learning plan.

Workshop participants consisted of Indonesian language teachers. The activity begins with

identifying lessons to be carried out in a lesson study. Based on the identification result, the

teacher develops the learning implementation plan in accordance with the understanding and

the capability possessed.


623

The lesson plans developed include the translation of core competencies and basic

competencies into indicators of achievement of basic competencies. Based on the indicators,

teachers formulate learning objectives covering aspects of cognitive, psychomotor, and

affective. At the beginning of the activity, teachers still have difficulty in understanding the

basic competencies contained in the curriculum document. Through the discussion and

guidance of the Assistance Team, teachers can describe basic competencies into indicators of

achievement of competencies.

Based on the indicators of achievement of these competencies, teachers choose and

develop teaching materials that students should learn. In the early stages of activities,

teachers have difficulty in differentiating teaching materials to develop knowledge and skill

competencies because they are formulated in the basic competencies of the kind of text that

students must master. In addition, teachers have not understood the level of achievement of

language knowledge and the level of language skills that students must achieve. Through the

accompanying team's explanation, the teacher gained an understanding of the development of

text-based teaching materials, ie learning materials of language knowledge developed based

on the type of text as an ingredient of language skills development. Based on the text,

developed training materials to develop knowledge and language skills.

Referring to the competence that must be achieved students and teaching materials that

have been set, selected strategies and learning methods in accordance with the characteristics

of students. The strategy applied is inductive with the discovery learning model. Learning is

categorized into three main stages: opening, core, and closing activities. Learning begins by

stimulating learners followed by problem identification. Based on the problem, students

mengumulkan data and process data in accordance with the problem set. Further verification

and conclusion are made.


624

To facilitate the implementation of learning, designed media that will be used in

learning. The teacher chooses video media and printed books. Videos are selected to

stimulate students and represent the natural context in the classroom.

At the end of the workshop workshop was designed the evaluation techniques used in

the lesson and the assessment instruments were developed. Assessment is carried out during

and after learning.

Workshop activities produce learning design. The lesson plans contain the

competencies that students need to achieve, learning objectives, teaching materials, learning

strategies and methods, detailed learning steps, and assessment of learning.

The designs that have been produced through the workshop have been corrected by the

counterpart team to obtain inputs for improvement. From the evaluation activities it is known

that the RPP compiled by the teacher still has some weaknesses. Weaknesses found in the

RPP ranging from the formulation of indicators of achievement of competence, selection of

teaching materials, planning scenarios of learning, to the preparation of assessment

instruments. After getting input from lecturers and fellow teachers, RPP improvements will

be made to be applied in the implementation of learning

Learning Outcomes

Based on the design of learning that has been prepared, carried out learning. One

teacher acts as a model teacher and another teacher as an observer accompanied by the

Assistance Team. Observations focused on student learning activities and teacher activity

from the beginning of the learning to the end. During the execution of observations, there

were also activities to record things that showed positive results and also that has not shown

positive results, even those that are not in accordance with the RPP that has been prepared. It


625

is important to do as an input for reflection on the implementation of learning that has been

implemented.

Results of Reflection Activity

Based on the implementation of learning and observations made by teachers and

lecturers, then performed a reflection together with teachers (observers) and lecturers. The

results of observation serve as an evaluation and reflection of learning materials that have

been implemented. Reflection is done with reference to the design of learning that has been

prepared. The reflection activity begins with the model teacher conveying his or her

impressions and experiences during the lesson and was responded to and commented upon by

the observer teacher and the accompanying team. The results of reflection are used as input

materials for further improvement of learning.

The results of lesson reflection 1 show that there are some weaknesses in the

implementation of learning 1. Weaknesses are found evenly in the three stages of learning,

namely (1) open learning activities, (2) core learning activities, and (3) closing activities.

First, the weaknesses found in the learning activities are (a) the teacher does not invite

the students to pray, (b) context building activities have not yet been implemented but the

teacher directly enters the core activities. It is seen when the teacher invites students to listen

to songs sung by Ebit G Ade, which is actually an effort to build the context of teachers but

will be interpreted as a core activity. The singing of the activity should only be used to build

the context, but by the teacher is included as a form of text that students must learn

(modeling) to develop the competence of composing an explanatory text. As a result, students

have difficulty understanding text characteristics in terms of structure and use of language.


626

Secondly, at the core stage of learning there are several shortcomings, which include (a)

the strategies that deductive teachers apply. It is shown in the form of teacher activities that

always initiate the activities of conceptualization through the explanation of language theory

(linguistic knowledge) and then accompanied by examples and followed up with the

assignment. (b) Teachers tend to emphasize linguistic knowledge (structural approach not yet

text-based). It is shown in the form of teacher activity that explains too much the linguistic

theory and examples given by the teacher to the students regardless of the text. This means

that the teacher's learning is not text-based. (c) the tasks assigned to the students for

discussion are less clear that the students are difficult to understand. This is reinforced by the

sound of weak teachers so that students are less able to understand the purpose of the

teacher's duties. (d) Less efficient use of time so that students are not encouraged to learn to

work fast. (e) Classroom management is still weak. Teachers do not pay attention to students'

activeness during learning so that students tend to play around during discussion activities.

There are times when there are groups of students who are presentations, other group

members pay less attention so less actively engage in discussion. (g) Teachers take less time

to implement assessments. It can actually be done by teachers when students discuss and

presentations. It is not done by the teacher because the assessment instrument is not yet

available completely.

Third, at the closing activity stage, the teacher's weaknesses do not invite the students

to reflect and follow up. It is shown in the form of teacher activities that directly menjak

students to end learning.

The result of learning reflection 1 is used as an input for improving the second learning

peda held at the meeting in the next week. Based on the consideration to gain experience

equally, in the next learning agreed by the teacher that the teacher as a teacher in the next

learning is the teacher who in the first lesson acts as an observer, while the teacher model of


627

the first learning pause change position as an observer teacher on the second lesson . The

learning procedure is the same as in the first lesson, which begins with refining the lesson

plan followed by the implementation of learning, and evaluation of learning.

Based on the experience and the results of reflection on the 1st lesson, the teacher

continues to discuss preparing and fixing the weaknesses found in the 1st lesson. The results

of these activities are set forth in the RPP (appendix 3) to serve as a guideline for the

implementation of the 2nd stage of learning. After the improvements, the implementation of

the 2nd learning has a rapid development.

During the second lesson implementation, other teachers and lecturers make

observations to identify the strengths and weaknesses that might occur in the second lesson.

Based on the observation of the implementation of the 2nd learning found the

advantages of the 1st learning. The improvement includes the three stages of learning,

ranging from the improvement of the opening stages of learning, the core stage of learning,

and the closing stages of learning.

First, the advantages found in the learning activities are: (a) the teacher has invited the

students to pray, (b) the activity of building the context has been done through observation

activities to listen to the songs that are sung Ebit G ade followed by question and answer

about the things related to the content of the song being heard. The singing of these activities

is used to build the context (modeling) to develop the competence of composing an

explanatory text.

Secondly, at the core stage of learning there are some improvements in teachers' ability

to implement the lessons, which include (a) the strategies adopted by inductive teachers. It is

shown in the form of teacher activities that always initiate the activities of the concept of

planting through observation (mennyimak and reading) and then followed up with model

analysis activities. (b) Teachers have linked their learning with real-life context to develop


628

students' competence in composing an explanatory text. It means that the teaching-based

teacher-based learning. (c) the tasks assigned to the students for discussion are clearer than

before so that students can easily understand them. This is reinforced by the voice of a clear

and loud teacher so that students easily understand the purpose of the teacher task and

motivated to passionate learning. (d) Efficient time utilization marked by the speed with

which students complete the assignment from the teacher. (e) Classroom management is

conducive to student learning. Teachers pay more attention to students' activeness during

learning and to engage students in learning so that students are eager to learn. When there is a

group of students who are presentations, other members of the group pay close attention to

actively engage in discussion. This is supported by the teacher's effort to recognize the

student by assigning the students to use their own identity marks in the form of a headband

bearing the student's name and on each discussion table marked with the name of the group

identity. (g) In terms of assessment, teachers still do not take the time to implement the

assessment maximally. It can actually be done by teachers when students discuss and

presentations.

Thirdly, at the closing learning activity stage, there is improvement of teachers to invite

students to reflect and follow up. It is shown in the form of activities of teachers invite

students to reflect and record home duties as a follow-up effort.

In the reflection it is stated that the second lesson is progressing towards the learning of

Indonesian bebasis text with scientific approach as emphasized in the implementation of

Curriculum 2013. Teachers have experienced pekembangan in terms of understanding of

learning Indonesian language bebasis text and able to apply it in the implementation of

learning.


629

Conclusions and Recommendations

In accordance with the objectives and targets set, it was concluded that the results of

this lesson study activity are primarily in the form of improving teachers 'understanding of

text-based Indonesian language learning and improving teachers' ability in applying it to

learning. In terms of understanding, prior to Lesson Study, the teacher does not have an

understanding of the direction and strategy of Indonesian language learning based on

Curriculum 2013. After Lesson Study is implemented, the teacher can explain and determine

the stages of text-based Indonesian learning activities in accordance with the provisions in

Curriculum 2013. Based on the understanding and from activities of activities and

observations, teachers can apply text-based Indonesian language learning.


630

BIBLIOGRAPHY

Burden, Paul R. Dan David M Byrd. 1999. Methode for Effective Teaching. U.S.A : Allyn

Bacon.

Direktorat Jenderal Peningkatan Mutu Pendidik dan Tenaga Kependidikan. 2010. Pembinaan

dan Pengembangan Profesi Guru Buku 1: Pedoman Pengelolaan Pengembangan

Keprofesian Berkelanjutan (Pkb). Jakarta: Kementerian Pendidikan Nasional Direktorat

Jenderal Peningkatan Mutu Pendidik Dan Tenaga Kependidikan.

Farris, Pamela J. 1993. Language Art. USA:Wm. C. Brown Communication Inc.

Jakarta. 2013. Sambutan Menteri Pendidikan dan Kebudayaan dalam Peringatan Hari Guru

Nasional 2013 dan Hari Ulang Tahun ke-68 PGRI. Jakarta, 25 November 2013.

Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 58

Tahun 2014 tentang Pedoman Matapelajaran Bahasa Indonesia. Jakarta:Kementrian

Pendidikan Nasional Indonesia.

Oka, I Gusti Ngurah. Tanpa Tahun. Pengantar Teori Membaca dan Pengajarannya.

Surabaya:Usaha Nasional.

Pratiwi, Yuni. 2001. Jurnal Pendidikan dan Pembelajaran. “Pengembangan Kompetensi

Teks dalam Pembelajaran Prosa Fiksi”. Malang:IKIP Malang.


631

Peraturan Bersama Dirjen Pendidikan Dasar dan Dirjen Pendidikan Menengah Kementrian

Pendidikan dan Kebudayaan Nomor 5496/C/KR/2014 dan Nomor 7915/D/KP/2014

tantang Petunjuk Teknis Pelaksanaan Kurikulum Tahun 2006 dan Kurikulum 2013.

Jakarta:Dirjen Dikdasmen.

Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan.

Jakarta:Kementrian Pendidikan Nasional.

Siswaono, T.Y.E dkk. 2012. “Pemberdayaan Guru dalam Pembelajaran Matematika untuk

Meningkatkan Kemampuan Berpikir Kreatif Siswa SD”. Artikel dimuat dalam Jurnal

Ilmu Pendidikan Jilid 18 Nomor 2, Desember 2012. Malang: Lembaga Pendidikan

Tenaga Kependidikan dan Ikatan Sarjana Pendidikan Indonesia.

Suparno. 1998. “Kondisi Pengajaran Bahasa Indonesia SLTP” dimuat dalam Jurnal

Penelitian Pendidikan. Malang:IKIP Malang.

Susilo, Herawati dkk. 2010. Lesson Study Berbasis MGMP sebagai Sarana Pengembangan

Keprofesionalan Guru. Malang:Surya Pena Gemilang.

Tompkins, Gail E. 1991. Language Art.: Content and Teaching Strategies. USA: Macmillan

Publishing Company.

Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Jakarta:Kementrian Pendidikan Nasional.


632

Undang- Undang No 14 Tahun 2005 tentang Guru dan Dosen Jakarta:Kementrian

Pendidikan Nasional.

proceedings - eprints.umm.ac.ideprints.umm.ac.id/53596/45/eriyanti - learning text-based...

Documents