Tugas final bhs inggris hamzah pagarra - ktp 2012 - copy

HAMZAH PAGARRA HAMZAH PAGARRA 01045120060104512006

Oleh:Oleh:

WELCOME TO WELCOME TO PERCENTAGE DRAFT PERCENTAGE DRAFT

TESIS TESIS

KURIKULUM & TEKNOLOGI PEMBELAJARANPROGRAM MAGISTER PASCASARJANA

UNIVERSITAS NEGERI SEMARANG2012

HAMZAH PAGARRA010 451 2006


LIST CONTENT

Problem Formulation

MODEL DEVELOPMENT REFLECTIVE MODEL DEVELOPMENT REFLECTIVE LEARNING TO IMPROVE STUDENTS' LEARNING TO IMPROVE STUDENTS' ABILITY S1 ELEMENTARY TEACHER ABILITY S1 ELEMENTARY TEACHER EDUCATION FACULTY OF A STATE EDUCATION FACULTY OF A STATE

UNIVERSITY EDUCATION MAKASSAR UNIVERSITY EDUCATION MAKASSAR IN CLASSROOM ACTION RESEARCH IN CLASSROOM ACTION RESEARCH

SUBJECTSSUBJECTS

Background Research

Research Objectives

Expected Finding (1)

Research Methodology

Reference






The research is motivated by the fact, the The research is motivated by the fact, the demands on the quality of primary school demands on the quality of primary school education is still poor; issue concerns the quality education is still poor; issue concerns the quality of primary school teachers with regard to of primary school teachers with regard to motivation, educational qualifications, and motivation, educational qualifications, and competence both from a quality LPTK input, competence both from a quality LPTK input, process and product of its graduates.process and product of its graduates.

Reflective capability allows students to Reflective capability allows students to reflect experience as a primary school teacher reflect experience as a primary school teacher and taught him to take lessons, so it can be used and taught him to take lessons, so it can be used to improve and enhance the quality of learning to improve and enhance the quality of learning and education in the elementary school.and education in the elementary school.

Background Research

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Problem Formulation

Background Research

Research Objectives



Reference






By considering the background of the issues and learning By considering the background of the issues and learning as a system, the formulation of the problem in this study is as a system, the formulation of the problem in this study is what kind of learning model that will enhance the ability of what kind of learning model that will enhance the ability of students reflective S1-PGSD. Specifically focused in the students reflective S1-PGSD. Specifically focused in the form of the following research questions:form of the following research questions:1.1.What is the condition of learning / lectures, including the What is the condition of learning / lectures, including the factors supporting and inhibiting learning in S1-PGSD? factors supporting and inhibiting learning in S1-PGSD?2.2.How to design models of learning that can improve the How to design models of learning that can improve the ability of students reflective S1-PGSD?ability of students reflective S1-PGSD?3.3.How is the implementation of the model lesson in How is the implementation of the model lesson in classroom action research subjects in S1-PGSD?classroom action research subjects in S1-PGSD?4.4.What is the impact of the use of the model lesson What is the impact of the use of the model lesson students reflective ability S1-PGSD?students reflective ability S1-PGSD?5.5.What are the characteristics, advantages and limitations What are the characteristics, advantages and limitations of the learning model developed?of the learning model developed?

Problem Formulation

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Problem Formulation

Background Research

Research Objectives



Reference






In general, this research aims to produce a model In general, this research aims to produce a model that can improve the learning ability of students that can improve the learning ability of students reflective S1-PGSD course on classroom action reflective S1-PGSD course on classroom action research. In particular, it aims to:research. In particular, it aims to:1.1.Finding a model of instructional design that can Finding a model of instructional design that can increase the ability of students reflective S1-PGSD.increase the ability of students reflective S1-PGSD.2.2.Knowing the implementation of the model lesson Knowing the implementation of the model lesson course on Research.course on Research.3.3.Getting data reflective student ability differences Getting data reflective student ability differences before and after using the learning model.before and after using the learning model.4.4.Identify the characteristics, advantages and Identify the characteristics, advantages and limitations of the developed learning model.limitations of the developed learning model.

Research Objectives

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Problem Formulation

Background Research

Research Objectives



Reference






The method used in this study is the The method used in this study is the research and development, which consists of research and development, which consists of three steps, namely the preliminary study, three steps, namely the preliminary study, planning and development, and validation of planning and development, and validation of models of learning.models of learning.

Techniques and tools of data collection: Techniques and tools of data collection: interviews, questionnaires to teachers and interviews, questionnaires to teachers and students about the process of learning, students about the process of learning, observation execution / implementation of observation execution / implementation of learning and development learning model, essay learning and development learning model, essay tests and attitude scales to determine the ability tests and attitude scales to determine the ability of reflective thinking and student attitudesof reflective thinking and student attitudes


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Problem Formulation

Background Research

Research Objectives



Reference






With resultant learning model that can With resultant learning model that can improve the ability of students reflective S1-improve the ability of students reflective S1-PGSD, it is expected to be useful theoretically PGSD, it is expected to be useful theoretically and practically. Theoretically, expected to result and practically. Theoretically, expected to result in the learning principles that can enhance the in the learning principles that can enhance the ability of students reflective S1-PGSD. In ability of students reflective S1-PGSD. In practical terms, it is expected as input bag S1 practical terms, it is expected as input bag S1 PGSD Studies Program in the delivery of PGSD Studies Program in the delivery of education is expected to prepare students more education is expected to prepare students more qualified and professional in carrying out their qualified and professional in carrying out their duties as a primary school teacher.duties as a primary school teacher.


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Problem Formulation

Background Research

Research Objectives



Reference






With the model of reflective learning to With the model of reflective learning to improve student S1-PGSD, especially in the improve student S1-PGSD, especially in the Classroom Action Research course, students Classroom Action Research course, students should be able to equip S1-PGSD as elementary should be able to equip S1-PGSD as elementary school teachers to anticipate and overcome school teachers to anticipate and overcome problems of learning in the classroom due to problems of learning in the classroom due to rapid development, so as to become rapid development, so as to become professional teachers and competent in professional teachers and competent in accordance with the demands of the 21st accordance with the demands of the 21st century teacher profile.century teacher profile.


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Problem Formulation

Background Research

Research Objectives



Reference






Arikunto, S. (1993). Prosedur Penelitian: Suatu Pendekatan Praktek. Arikunto, S. (1993). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.Jakarta: Rineka Cipta.

Depdikbud. (1996/1997). Pedoman Pelaksanaan Penelitian Tindakan Depdikbud. (1996/1997). Pedoman Pelaksanaan Penelitian Tindakan Kelas. Jakarta: Dirjen Dikti BP3GSD.Kelas. Jakarta: Dirjen Dikti BP3GSD.

Depdiknas. (2003). Undang-Undang Sisdiknas (Sistem Pendidikan Depdiknas. (2003). Undang-Undang Sisdiknas (Sistem Pendidikan Nasional) 2003 (UU RI No.20. Tahun 2003). Jakarta: Sinar Grafika .Nasional) 2003 (UU RI No.20. Tahun 2003). Jakarta: Sinar Grafika .

Dunkin, M.J. & Biddle, B.J. (1936), The Study of Teaching, New York & Dunkin, M.J. & Biddle, B.J. (1936), The Study of Teaching, New York & Sydney: Holet, Rinehart and Winston, Inc.Sydney: Holet, Rinehart and Winston, Inc.

Ginsburg, M.B. & Clift. (1990). The Hidden Curriculum of Preservice Ginsburg, M.B. & Clift. (1990). The Hidden Curriculum of Preservice Teacher EducationTeacher Education

Peraturan Pemerintah RI Nomor 19 tahun 2005 tentang Standar Nasional Peraturan Pemerintah RI Nomor 19 tahun 2005 tentang Standar Nasional Pendidikan.Pendidikan.

Pintrich, P.R. (1990). Implications of Psychological Research on Student Pintrich, P.R. (1990). Implications of Psychological Research on Student Learning and College Teaching for Teacher Education. Handbook of Learning and College Teaching for Teacher Education. Handbook of Research on Teacher Education. London: Collier Macmillan Pub.Research on Teacher Education. London: Collier Macmillan Pub...

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Problem Formulation

Background Research

Research Objectives



Reference






Tugas final bhs inggris hamzah pagarra - ktp 2012 - copy

Documents

expected finding

developed learning model

following research questions

research objectivesin

inhibiting learning

models of learning

model of instructional

condition of learning