Evaluation of Workshop Specific Subject Pedagogy (SSP) System Learning on Teacher Profession Education Post SM3T Force 4 in Indonesia Education University

Epon Ningrum, Mamat Ruhimat, Ahmad Yani, Nandi Nandi

2017

Abstract

Academic qualifications, competency standards, and educator's certificate is a requirement of professional teachers. The requirement is achieved through academic education and teacher profession education. This research regarding the evaluation of Systems Learning on the specific subject pedagogy workshop on teacher profession education programs. Studies focused on: (1) the implementation of SSP workshop; (2) the principle of learning; (3) the implementation of peer teaching; (4) the plan of classroom action research; and (5) the readiness of practice the field experience (PPL). This Research using descriptive methods. The research variable is a learning system at the workshop SSP with the indicators: the stages of workshop SSP, learning principles, peer teaching, problems of learning, and readiness to implement PPL. The research subjects are 187 students and managers in the Program of Teacher Profession Education. The research instrument used questionnaires, observation, interviews, and documentation. The data analyzed are descriptively qualitative. The results showed: (1) workshop SSP conducted through seven stages, are: 2nd Plenary, pretest, workshops, 3rd plenary, the working group / individual, school observation, and peer teaching. The 1st plenary is a general orientation held at the university level; (2) workshop SSP implements eight learning principles are active learners, higher order thinking, accompanist effect, utilization of information technology, contextual learning, use multi strategy and various learning resources, learning by doing, and feedback mechanisms; (3) peer teaching became a vehicle to get teaching experience, strengthening the ability of teaching practice, and the readiness of the learning device;(4) the plan of action research to solve the problem of learning gained through observation of school and classroom observation; and (5) the readiness of teaching practices shown by academic readiness, preparedness practices, and availability of the portfolio in the form of document learning device.

Paper Citation

in Harvard Style

Ningrum E., Ruhimat M., Yani A. and Nandi N. (2017). Evaluation of Workshop Specific Subject Pedagogy (SSP) System Learning on Teacher Profession Education Post SM3T Force 4 in Indonesia Education University.In 2nd International Conference on Sociology Education - Volume 2: ICSE, ISBN 978-989-758-316-2, pages 482-487. DOI: 10.5220/0007111811221127

in Bibtex Style

@conference{icse17,
author={Epon Ningrum and Mamat Ruhimat and Ahmad Yani and Nandi Nandi},
title={Evaluation of Workshop Specific Subject Pedagogy (SSP) System Learning on Teacher Profession Education Post SM3T Force 4 in Indonesia Education University},
booktitle={2nd International Conference on Sociology Education - Volume 2: ICSE,},
year={2017},
pages={482-487},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007111811221127},
isbn={978-989-758-316-2},
}

in EndNote Style

TY - CONF

JO - 2nd International Conference on Sociology Education - Volume 2: ICSE,
TI - Evaluation of Workshop Specific Subject Pedagogy (SSP) System Learning on Teacher Profession Education Post SM3T Force 4 in Indonesia Education University
SN - 978-989-758-316-2
AU - Ningrum E.
AU - Ruhimat M.
AU - Yani A.
AU - Nandi N.
PY - 2017
SP - 482
EP - 487
DO - 10.5220/0007111811221127