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phenomena that appear can be seen from various
sides, among others, are as follows.
First, from the students. When lecturers present
lecture materials, students' attention is often
unfocused, as there are students who are opening up
their laptops and playing games, some are chatting
with their friends, some are eating and drinking, many
students who arrived late beyond the provisions that
have been agreed upon, and even sleeping (sleepy).
The underlying phenomenon is certainly a lot, such as
the interest to study the course is low, the motivation
to learn less, and strongly suspected student
perception of the subject is not good (assuming the
course is only complementary or additional course).
It could also be that students are still confused about
the purpose and function of the course, while the
lecturers themselves do not or have not explained
from the beginning of the meeting on what, why, and
how the position of MKDP-Curriculum and
Instruction in the context of UPI curriculum structure.
The result of the group discussion with the lecturers
concluded that there is a tendency of student
perception toward this subject is not important or just
to complete the amount of credit only. For students,
the important thing is to pass a course with a high
score.
Second, from the lecturers. In conducting
classroom learning activities, lecturers often perform
monotonous activities (coming, sitting, discussing,
and closing). This is because lecturers use less
methods and learning media, thus it makes the
students become saturated and bored. In general,
lecturers only use expository approach, so that
students get some problems to obtain optimal
services. Implementation of teaching methodology is
considered to be only in the form of teaching for
passing the exam (teaching to test), while the demand
for the development of student competence as a
whole tends to be neglected. In fact, the demands of
the learning process in each educational unit
(including the LPTK) must be in accordance with the
standard of the process, which is "... organized
interactively, inspiration, fun, challenging, motivate
learners to participate actively, and provide sufficient
space for initiative, creativity , and independence in
accordance with the talents, interests, and physical
and psychological development of learners "(PP.19 /
2005 on National Education Standards) Chapter IV,
Article 19, paragraph (1).
Based on some of the above phenomena, it is
deemed necessary to have a special study on the use
of appropriate learning model and in accordance with
the development of science and technology today,
including the demands of lecturer competence as well
as the characteristics of teacher education students at
Indonesia University of Education. Furthermore,
"21
st
Century Partnership Learning Framework", in
BSNP (2010), describes some of the competencies
and / or expertise that Human Resources must possess
in the twentieth century:
1. critical-thinking and problem-solving skills;
2. communication and collaboration skills;
3. creativity and innovation skills;
4. information and communications technology
literacy;
5. contextual learning skills;
6. Information and media literacy skills.
One of the learning model that is considered
appropriate and relevant to the demands of the above-
mentioned competencies is the information
technology based learning model. This learning
model can facilitate lecturers in conducting MKDP-
Curriculum and Instruction. Students will also be
more interested and motivated to follow the lectures
well, because the lectures become more practical and
varied, so that students will get better learning
outcomes. In addition, the learning-based model
makes the learning atmosphere more dynamic,
interactive, and conducive.
To find and use the learning model in question,
there must be a strong desire (interest and motivation)
of the lecturer to build a conducive and effective
learning process. As what Rosemarie Sutjiati (2010:
2) claimed:
1. The global understanding that if you want to
change the world, you must start from the
classroom first, and if you want to change the
classroom should change the teaching staff first.
2. Previous studies have suggested that there is a
positive impact of teachers who are ready and
educated towards students in the classroom.
3. It is alleged that half of the number of educators
in developing regions is still not in accordance
with the standards of educators of their
respective countries.
The information technology-based learning
model that will be developed in this research is in line
with the policies and programs set out in the UPI 2011
strategic plan (Renstra) 2011 - 2015 on "development
of Information and Communication Technology
based learning", whose infrastructure has been built
in UPI campus environment.
1.1 Problem Statements
The main problem in this study is the information
technology-based learning model such as whether or
not it can improve student learning outcomes in
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