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field experience (PPL). The SSP workshop is
operationally conducted in nine study programs
independently. Before the SSP Workshop was
implemented, academic orientation activities were
firstly conducted to equip students about the nature of
PPG and boarding life.
Based on the PPG Guidance (2016), the SSP
Workshop was conducted through eight stages of
activities: 1stPlenary, 2ndPlenary, Pretest,
Workshop, 3rdPlenary, self-employment, partner
school observation, and peer teaching. Plenary 1 is
held centrally at the university level for five days, 16-
18 March 2016. The material presented consists of 11
fields which are the elaboration of the four areas listed
in the guidelines.
Based on the questionnaire data, students have
knowledge about the nature of PPG, they are:
curriculum structure, learning load, length of study,
and learning system with proportion 60:40. Students
have the mental and academic readiness to undertake
the SSP Workshop, especially motivation, teamwork,
and active participation. However, they do not yet
know the tutor teachers and partner schools where the
PPL, thus indicating a low level of readiness for
communication during the SSP Workshop. Knowing
tutor teacher, lecturers, and lecturers in the field of
study into one aspect that can provide motivation and
participation in the activities of each stage of the
workshop SSP (Dewi, 2009).
SSP workshop activities in the majors consists of
seven stages from 2nd plenary to peer teaching. The
seven stages are translated into 20 activities. At each
stage of the activity, accompanied by lecturers in the
field of study, lecturers, and tutor teachers (PPG
Guide, 2016). The presence of lecturers, lecturers,
and tutor teachers play a role as facilitator for students
during the workshop activities SSP. In addition, it can
create a conducive learning environment for the
achievement of effective and efficient learning
activities (DePoter, 2007).
Based on the data of the lecturer's presence in
majors indicates that the lecturers are present with
regard to the substance of learning materials that are
deemed difficult to provide consolidation. This shows
that the presence of the lecturer reflects on his role as
a facilitator (Ningrum, 2009). While the presence of
lecturers and tutor teachers are always present even
though not simultaneously. This shows that students
get facilitation to produce learning tools, learning
experiences, and learning outcomes.
Based on the questionnaire results, the students
did not follow the online pretest simultaneously
conducted nationally at the beginning of program
implementation. However, there are six courses that
perform pretest independently with regard to subject
matter. Pretest in learning has a function to know the
initial knowledge of students. Constructivist learning
sees that new knowledge is acquired by students
actively through the process of adjusting new
concepts with existing pikes (Suparno, 2001).
Generally, the SSP workshop stages are followed
by students except pretest. This indicates that the SSP
workshop on PPG Post SM3T Class 4 becomes the
vehicle for the strengthening of academic competence
and professional competence in a sustainable manner
(Re-Design of Professional Education, 2010).
Students have experience, knowledge and abilities
not only theoretical, but are practiced in the workshop
activities of the SSP to create learning tools according
to majors.
3.2 Principles of Learning
Based on the documentation study results, there are
eight principles of learning PPG Post SM3T Force 4,
namely: (1) the learner activity; (2) higher order
thinking; (3) the impact of the companion; (4)
utilization of information technology; (5) contextual
learning; (6) the use of multi strategy and various
learning resources; (7) learning by doing; and (8)
feedback mechanisms (PPG Guide, 2016). The eight
principles of learning is a process of habituation in
learning activities and development of high-level
thinking skills.
In 2nd plenary, begins with a discussion between
students with supervisors, lecturers, and tutor
teachers. Theme of discussion about materials,
methods, and learning media. In the discussion,
students are motivated to share their knowledge and
experience. This creates a conducive learning
environment for the actualization of critical thinking
skills, analytical thinking, and creative thinking.
Discussion can develop mutual learning, mutual
respect, and exchange of knowledge, as an important
element in learning and the process of habituation for
the realization of learning societies (Ningrum: 2009).
SSP workshop activities reflect independent
learning activities which is an indicator of the
implementation of learning principles of learner
activeness, contextual learning, learning by doing,
and use of learning resources. The principle of
learning is a vehicle for the acquisition of learning
experiences for the development of skills using
learning resources the ability to use multi strategy and
learning resources can improve student competence
(Fien, 2002). While the principle of contextual
learning can help students recognize the macro
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