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All Journal Jurnal Pengajaran MIPA Journal of Education and Learning (EduLearn)
Bambang Sumintono
Universiti Teknologi Malaysia
Humanities Education Library & Information Science Social Sciences Other

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Constraints and Improvement: A case Study of the Indonesia’s International Standard School in Improving its Capacity Building Bambang Sumintono; Hamdan Said; Nora Mislan
Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.247 KB) | DOI: 10.11591/edulearn.v6i1.187

Abstract

Improving school capacity building becomes one of the major themes in the educational effectiveness research. This paper investigates implementation of the International Standard School (SBI) policy in Indonesia which as an effort of school capacity building improvement in the country. Using framework that is developed by King and Newman (2001), several dimensions of capacity building with relation to knowledge, skill and disposition of individual staff, and professional learning community in a secondary school that is located in a small city in West Java, Indonesia involved in the program is analysed. It is found that policy structure of Indonesia’s SBI has not been adequately designed and developed to gear the school towards significant direction in terms of improving its capacity building. Teachers have difficulties to reach ‘international requirements’ such as communicating in English in teaching, program to improve the language fluency also not worked properly. School was not utilizing capacity to increase professional learning community between teachers, but rely on usual program.
USAHA GURU FISIKA DALAM MENGEMBANGKAN PROFESIONALNYA (Studi Kasus di Kota Makassar) Muhammad Djajadi; Bambang Sumintono; Nora Mislan
Jurnal Pengajaran MIPA Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i2.36102

Abstract

ABSTRAKPenelitian ini mengidentifikasi usaha guru fisika untuk belajar serta konten yang harus dipelajari pada suatu program pengembangan profesional. Penelitian dilakukan kepada guru fisika di 17 SMPN yang ada di Kota Makassar. Penelitian ini menggunakan metode kualitatif dan instrumen pengumpulan datanya menggunakan kuesioner dengan pertanyaan terbuka, wawancara, observasi, dan dokumentasi. Sementara metode kuantitatif sederhana digunakan dengan kuesioner dimana 36 guru fisika berpartisipasi. Hasil penelitian menunjukkan bahwa untuk meningkatkan kompetensi pengetahuannya, guru fisika melakukannya dengan berbagai cara: belajar mandiri, bertukar pikiran dengan sesama guru, belajar melalui internet, mengikuti program pelatihan dan kursus-kursus, dan melanjutkan pendidikan. Selanjutnya didapatkan pula bahwa sebagian besar guru fisika (78%) menginginkan ICT sebagai konten yang harus dipelajari dalam mengembangkan profesionalnya. Meskipun banyak juga guru yang memilih konten materi pengajaran, konten kurikulum dan pengajaran, dan konten pengetahuan pedagogi sebagai alternatif kedua. ABSTRACTThis study attempts to identify physics teacher learning in term of professional development program. The study was conducted to physics teacher from 17 junior high schools in Makassar. This study used qualitative approach where several data collection methods such as questionnaire, interview, observation, and documentation were employed. A simple quantitative method  utilized where questionnaire distributed and 36 physics teachers participated. The results showed that for physics teachers their competency can be raised by: self-learning, involve in teachers discussion program, accesing the internet, futher training, and continuing education. Moreover, most physics teachers (78%) want that information and communication technology as the main content to be learned by them. Besides, many teachers are choosing the content of teaching materials, curriculum and teaching, and pedagogical content knowledge as other alternatives.
Co-Authors Hamdan Said Muhammad Djajadi Nora Mislan