Junanto, Subar
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INTERNALISASI PENDIDIKAN MULTIKULTURAL PADA ANAK USIA DINI Junanto, Subar; Fajrin, Latifah Permatasari
Jurnal Pendidikan Anak Usia Dini Undiksha Vol 8, No 1 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v8i1.24338

Abstract

The problem in this research is the rising amount of conflict in society caused by a difference in people?s perspectives. Multicultural education is needed to foster tolerance for early childhood. The purpose of this study is to determine the internalization of multicultural education values in early childhood. This research used a descriptive qualitative approach. This research was conducted at PAUD Insan Kamil Dharma Wanita IAIN Surakarta from December 2019 to April 2020. The research subjects were teachers and class B, while the informants were the headmasters and the teacher of class A. The data were collected by observation, interviews, and documentation. The validity of the data is tested using source and method triangulation. The collected data then analyzed by the stages of data reduction, presentation, and concluding. The result showed that internalization was carried out through three stages. There are a transformation of values, transaction value, and trans-internalization using lecturing method, giving a question-answer method, and demonstration methods. The teacher carries out the internalization process by introducing culture, forms of multicultural education learning activities carried out through the introduction of languages (Arabic, English, and Javanese), culture (traditional clothing), arts (regional dances), field trips (visiting museums) and traditional games. Keywords: Internalization, Multicultural Education, Early Childhood
Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers Junanto, Subar; Utami, Tri
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.698 KB) | DOI: 10.21009/10.21009/JPUD.131.10

Abstract

This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing in-strument planning, implementation and output. The product dimensions are complete instru-ments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evalua-tion procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the pro-gram for conducting expertise in the Surakarta IAIN PIAUD Department. Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK) References Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability. Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational Measurement Issues and Practice Journal, 192. Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2). Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2). Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability. Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya. Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270 Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (2015). Transformational Leader Behaviors and Their Effects on Trust , Satisfaction , and Organizational Citizenship Behaviors. JAI Press Inc., (August), 107–142. https://doi.org/10.1016/1048-9843(90)90009-7 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability. Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3). Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher Evaluation—Accountability and Improving Teaching Practices. Skedsmo, Guri, & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9 Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education. Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network. Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education. Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4). Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2).
The Pattern of Community Service on Faculty of Tarbiyah and Teacher Training Lecturers Munadi, Muhammad; Junanto, Subar; Wahyuningsih, Retno
Jurnal Penelitian Vol 13, No 1 (2019): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jp.v13i1.5521

Abstract

Abstract The objectives of this research are to see the pattern of Faculty of Tarbiyah and Teacher Training lecturers in doing community service, the urgency of the lecturers to choose the pattern of community service as done so far, and the obstacle of community service. This research employed qualitative field method. The subjects of this research were the lecturers of Faculty of Tarbiyah and Teacher Training of IAIN Surakarta. Meanwhile, the research informants were the officials in Faculty of Tarbiyah and Teacher Training environment whose leading sector was community services and the community around the lecturers who did community services. Research data was gathered through interview methods, observation and documentation. Data triangulation was done to validate the data. Data obtained from these methods were analyzed interactively. Patterns that can be used in doing community service in Faculty of Tarbiyah and Teacher Training and IAIN Surakarta is the pattern of Czuba, which is divided into 5 areas of community services. They are: engage contacts with individuals, groups and organizations thus can benefit the expertise of the university, contribute to the spiritual growth of the society, offering teaching services and research services, expertise exchange, providing access to facilities and / or programs, as well as special services related to the charter, vision, mission, goals and objectives of the university.Keywords: Community service; Academically Based Community Services (ABCS) pattern;  non Academically Based Community Services (non ABCS) Abstrak Penelitian ini bertujuan mengetahui gambaran pola pengabdian para dosen FITK di lingkungan masyarakatnya, urgensi para dosen memilih pola pengabdian seperti yang dilakukan selama ini, dan kendala pengabdian pada masyarakat. Metode penelitian ini menggunakan metode kualititatif lapangan. Subjek penelitian ini adalah dosen Fakultas Ilmu Tarbiyah dan Keguruan IAIN Surakarta. Sedangkan informan penelitian adalah pejabat di lingkungan FITK yang leading sectornya adalah pengabdian masyarakat dan warga masyarakat sekitar dosen tersebut melakukan pengabdian.Data penelitian akan dikumpulkan melalui metode wawancara, observasi dan dokumentasi. Teknik pemeriksaan keabsahan data menggunakan triangulasi. Data yang diperoleh dari beberapa metode tersebut akan dianalisis secara interaktif. Hasil penelitian ini menunjukkan bahwa Pola yang dipakai dalam pengabdian masyarakat di FITK dan IAIN Surakarta dengan pola Czuba, yang membagi menjadi 5 bidang pengabdian masyarakat yaitu:  Terlibat kontak dengan individu, kelompok dan organisasi sehingga bisa berbagi manfaat dan dan  keahlian yang dimiliki universitas, berkontribusi terhadap pertumbuhan rohani masyarakat, penawaran layanan fungsi pengajaran, dan penelitian, pertukaran keahlian, penyediaan akses ke fasilitas dan/atau program, serta layanan khusus yang berkaitan dengan piagam, visi, misi, tujuan dan sasaran universitas.Kata Kunci: Pengabdian kepada masyarakat; pengabdian masyarakat berbasis akademik; pengabdian masyarakat berbasis non akademik.
EVALUASI PROGRAM PENDAMPINGAN PENGEMBANGAN KEPRIBADIAN MUSLIM INTEGRAL (P3KMI) DI JURUSAN PENDIDIKAN GURU RAUDHATUL ATHFAL FAKULTAS ILMU TARBIYAH DAN KEGURUAN IAIN SURAKARTA TAHUN 2016 Junanto, Subar
Jurnal Penelitian Vol 10, No 2 (2016): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jupe.v10i2.1780

Abstract

AbstractProblems in the study faced by Program Pendampingan Pengembangan Kepribadian Muslim Integral (P3KMI), which is the implementation of learning that sometimes does not correspond to the learning schedule that includes the implementation time and duration, in addition to the program material is sometimes not in accordance with the target implementation P3KMI. So it is necessary to evaluate for Program Pendampingan Pengembangan Kepribadian Muslim Integral (P3KMI). The purpose of this study was to evaluate Program Pendampingan Pengembangan Kepribadian Muslim Integral (P3KMI) in Raudhatul Athfal Departement At Tarbiyah And Teacher Training Faculty  IAIN Surakarta in 2016 using CIPP MODEL.This study uses a mix method, which incorporates quantitative and qualitative research. This research was conducted in evaluating Program Pendampingan Pengembangan Kepribadian Muslim Integral (P3KMI). Raudhatul Athfal Departement At Tarbiyah And Teacher Training Faculty  IAIN Surakarta in 2016. mentee and mentor of P3KMI. Data collection techniques using observation, interviews, documentation and questionnaire. The focus of the evaluation in the form of context, input, process and product of P3KMI. Data were analyzed using qualitative analysis and statistical analysis.             Â