Initial Capability Analysis of Productive Teacher and Training

Design Making Learning Module using Flipbook Maker Application

Moch. Musta’in, Arif Rahman and Restu

, Lecturer of UniversitasNegeri Medan, Jl. WilliemIskandarPasar V, Medan, Indonesia

Keywords: Initial Capability Analyis, Productive Teacher, Training Design, Learning Module

Abstract: Theaim of this reasearch is to determine the initial ability of productive teachers in making learning

modules using the flipbook maker application and determining the design of training in making learning

modules. This research was carried out at SMK N 2 Binjai. This research is a quantitative descriptive study

and a theoretical study of the training design for productive teachers to make learning modules uses the

Flipbook maker application. The subjects of this study were productive subject teachers at SMK N 2 Binjai.

In the testing phase the initial ability of productive teachers was obtained by the ability of teachers in

making flipbook maker learning modules that is 62.5% in the less category, after that a theoretical study was

carried out to improve the teacher's ability to make modules and decided the training design using academic

supervision of coaching techniques.

1 INTRODUCTION

The report showed by the World Bank (2011: 3)

states that the integrity of teacher is the most

important factor in improving the quality of

education. According to McKinsey in a report

released by the World Bank (2011: 3) it is stated that

the quality of the education system is not always

proportionate with the quality of the teacher.This is

in line with what was revealed by Syaodih in

Mulyasa (2015: 30) that however good a curriculum

is, the results depend on what is done by the teacher

and students in the class.Thus the instructor presents

an important role both in the preparation and

implementation of the curriculum. Based on various

opinions, it can be concluded that teachers are an

important key in improving the quality of education.

The Southeast Asian Teaching Competency

Standard Framework (2010:15) formulates aspects

of the teacher's pedagogical competency includes the

ability to know the contents of the subjects he

teaches, knowing the characteristics of the students

he teaches, knowing how to teach his students and

how to teach them effectively, preparing effective

learning plansand developing learning program

based on textbook, guide book and other learning

material.

Permendiknas No. 16 tahun 2007 about

Competency Standards of Educators and Education

Personnel stated that one of the pedagogic core

competencies of a subject teacher at the SMA / MA /

SMK level is to be able to carry out learning that

educates and utilizes information technology for the

benefit of learning.One of the pedagogic core

competencies is to use learning media and learning

resources that are relevant to the characteristics of

students and subjects that are taught to achieve the

learning objectives as a whole and utilize

information and communication technology in the

learning being taught.

According to the Guidelines for the

Implementation of Teacher Performance Assessment

(2012: 10) characteristics of teacher performance

include the preparation of teaching materials in a

sequential, logical, contextual and up-to-date manner

and selecting learning resources / learning media in

accordance with learning materials and strategies.

Furthermore, according to Sunartini and Triana

(2016: 22-31) there is a significant and positive

relation between pedagogic competence and

performance working of teacher. So it can be

concluded that there is an indirect relationship

between pedagogic competence and the ability of

teachers to make teaching materials.

According to the Directorate General of Quality

Improvement of Educators and Education Personnel

472

Musta’in, M., Rahman, A. and Restu, .

Initial Capability Analysis of Productive Teacher and Training Design Making Learning Module using Flipbook Maker Application.

DOI: 10.5220/0008889204720477

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 472-477

ISBN: 978-989-758-437-4

(2008: 36) interesting, effective and efficient

learning certainly requires innovative teaching

materials. For that, a professional teacher is

demanded creativity to be able to compile teaching

materials that are innovative, varied, interesting,

contextual and in accordance with the needs of

students.

Based on core competencyindicator of teachers’

pedagogic related to using Communication and

Information Technology for need learning, an

educator must be able to develop learning material

based on information and technology.Providing

standard learning material can realize

masterylearningapproachandstudents are expected to

master the competencies as a whole, according to the

speed of learning.Therefore teaching materials

should be arranged so that students are more active

in learning activities to achieve competence

(Depdiknas, 2008 : 4).

Good teaching materials should always follow

the development of technology, art and the reality of

life in an increasingly globalized society

(Howe,dkk;2009: 397 - 404).

A module is a set of teaching materials that are

presented systematically so that users can learn with

or without a facilitator / teacher. In accordance with

Rosenberg (2001: 29), there is a shift in the learning

process including from classrooms to places that are

not limited and from paper to paperless.

Therefore, the learning modules compiled are

made digitally. Digital learning module is a teaching

program unit that is arranged systematically and

complete manner which is changed into digital form

for learning purposes.With the availability of

teaching materials in the form of digital learning

modules students can reduce the burden of carrying

more than 1 (one) package book.Students can learn

independently easily because the modules are

arranged systematically and completely. Students

can study in a laboratory and in an unlimited place

with a laptop owned. The existence of this digital

learning module can reduce the use of paper so that

it will have a good impact on the environment.

Using innovative teaching materials can also be a

solution to the obstacles faced in learning

(Yamauchi, 2008).Using multimedia in the learning

process allows teachers to integrate text, graphics,

animation, and other media into one package to

provide comprehensive information for their

students to achieve the desired learning goals.

Multimedia allows the demonstration of

complicated processes to be interactive, animations

made on teaching materials can be linked to other

topics that are more naturally related (Crosby and

Stelovsky, 1995: 147-162).Based on previous

research it is stated that using multimedia modules

can help students visualize abstract concepts but

using multimedia modules in schools is still low

(Lee and Kamisah, 2011). One multimedia

application that can be used to create learning

modules is the flipbook maker.

According to Sholeh in Zuriah (2016: 40), there

are many teachers in the school who "stutter" and

experience difficulties when asked to compile their

own teaching materials and use materials made by

others or factory-made in their learning activities.

Daryanto in Zuriah (2016: 40) states that

teachers realize that the teaching materials they use

are often not in accordance with the context and

socio-cultural situation of students. So pedagogic

competence of a teacher is required to be able to

understand the characteristics or abilities possessed

by students through various ways, one of which is

by developing teaching materials.

This could happen because there are several

possibilities: (1) low ability to master ICT to

develop teaching materials; (2) the supervision

carried out by the principal and by the school

supervisor is still not optimal; (3) lack of training in

the making of teaching materials/learning modules.

To help the teacher in dealing with the problems

raised above in improving the teacher's ability to

make learning modules is by conducting academic

supervision. Academic supervision is a series of

activities to help teachers develop their ability to

manage the learning process to achieve learning

goals (Glickman in Sudjana, 2012: 54).

One of the academic supervision activities to

improve the ability of teachers to compile and

develop teaching materials can be done through the

provision of coaching (training / mentoring) to

teachers who have problems or their abilities are still

low (Sudjana, 2012: 108).

2 METHODS

The method of research in this study is

quantitativedescriptive and literature review. Using

quantitativedescriptive method is to provides a

description of the productive teachers’initial ability

to make learning modul using application flipbook

maker. Literature review determines training design

to make learning module using flipbook maker.

The subject of this study was the productive

teachers of education and training at SMK Negeri 2

Binjaiof 10 teachers.The measurement of the

teacher's initial ability using the instrument

Initial Capability Analysis of Productive Teacher and Training Design Making Learning Module using Flipbook Maker Application

473

questionnaire is the ability of teachers to make

learning modules using flipbook maker

application.The aspects assessed to measure the

ability to make learning modules using flipbook

maker applications are as follows: (1) Using module;

(2) originality; (3) Teacher's interest in making

modules; (4) Teachers' knowledge about learning

modules; (5) Teachers’ knowledge about flipbook

maker application;and (6) Teacher coaching.

The design of the training is to use the GROW

coaching model. This action research has the aim to

complement or enhance the ability of participants to

deal with the situation they experience (Greenwood

& Levin, 2007).The Stringer model has a strong

basic framework which is characterized by three

words, namely: look, think and act.

Figure 1:Action cycle of stringer model (Source:

Yaumiand Damopolii, 2014:41)

3 RESULT AND DISCUSSION

Preliminary observations of productive teachers at

SMK Negeri 2 Binjai show that in fact most of the

teachers in the school when teaching still use a

teacher-centered approach where the teacher teaches

using the lecture method.According to Fitriana and

Mulyani (2014: 88), this will certainly make

students tend to get bored faster and as a result of

students only have a lot of knowledge but are not

trained to find knowledge and concepts.Based on the

assessment of the initial observation questionnaire,

that is, before the implementation of academic

supervision of coaching techniques is carried out in

improving the teacher's ability to make learning

modules, it can be explained in the table below:

Table1 1:The results of the initial questionnaire analysis

making of the learning module.

NO Respondent Value

(

)

Explanation

1 Res

ondent 1 56.25 Ver

Low

2 Respondent 2 68.75 Low

3Res

ondent3 62.50 Low

4 Respondent 4 56.25 Very Low

5 Respondent 5 62.50 Low

6Res

ondent 6 62.50 Low

7Res

ondent 7 75.00 Middle

8Res

ondent 8 56.25 Ver

Low

9 Respondent 9 56.25 Very Low

10 Respondent 10 68.75 Low

From the table above it is found 4 (four)

respondents obtained a score of 56.25; 2 (two)

respondents obtained a score of 68.75; 3 (three)

respondents obtained a score of 62.5 and 1 (one)

respondent got a value of 75. Four respondents

received a score that was categorized as very low;

five respondents received a score that was

categorized as low and 1 respondent obtained a

grade that was categorized as the middle.

Figure 2: Percentage of initial ability.

This shows that the understanding and ability of

respondents in making flipbook maker learning

modules is still lacking. Therefore it can be

concluded that for the respondents' ability to make

learning modules using the flipbook maker

application, all respondents need to be improved.

Efforts that can be made to improve the ability of

teachers to make learning modules using the

flipbook maker application is to carry out academic

supervision. Academic supervision is considered

important to improve teacher performance in the

learning process so that it is expected to improve the

quality of learning. As emphasized by Sergiovanni

(1982) that the practical reflection of teacher

performance in academic supervision is seeing the

real conditions of teacher performance to answer

questions related to the teacher's ability to manage

the learning.

One technique that can be used in conducting

academic supervision is the GROW coaching model.

This is in line with Sergiovanni's statement (2007:

251) that coaching can help development in

20%

40%

60%

Persentage

ICMR 2018 - International Conference on Multidisciplinary Research

474

learning.According to Whitmore in Passmore

(2012), coaching can be the key to opening one's

potential to maximize its performance.According to

Thorne (2005) in coaching activity, the role of a

coach is like asking questions for analytical

purposes, using open questions to explore deeper

information, can provide suggestions so that insight

from coachee is more open, offering ideas and

developing them together and providing feedback.

Razakstates that coaching can also help someone

to understand themselves, their own potential and

circumstances so that a coachee can find their own

solutions to their problems. This is because coaching

emphasizes one's own awareness to learn rather than

teach.

Meanwhile, according to Grant in Wilson (2011),

coaching is a collaborative process that focuses on

solutions, result orientation and systematic, where

the coach facilitates the improvement of work

performance, life experience, self-learning, and self-

development. Matthews (2010) states that one of the

keys to the success of a coaching program is the

existence of self-awareness in coachee.

With this awareness, coachee is automatically

motivated to make changes. Furthermore, according

to Seger (2007), coaching if done properly can

improve individual competencies which will lead to

improved performance that is problematic or can

even improve individual performance.

Adey (2004) suggests that more teacher coaching

is carried out in the implementation of teacher

professionalism programs. According to Fischler in

Widodo (2011: 69), through participation in

coaching, the teacher turns out to be more reflective

so there is a desire to improve his teaching

performance. In line with this, Loucks (2010)

includes coaching as one of the important teacher

professional improvement programs in addition to

other methods, such as lesson study, action research,

and monitoring.

Based on the above statements, coaching can be

applied in academic supervision to improve teacher

professionalism in the learning and teaching process,

included in improving the ability of teachers in

making learning modules using flipbook maker

applications.

GROW as one of the models in coaching is very

effective because the steps are very specific so that

they are easily applied directly. (Team FMA, 2013:

27). According to Wilson (2011), GROW coaching

model techniques are able to support intuitive power

and coaching skills.

(Pramudianto, 2015) states that the GROW

coaching model has the goal of solving problems or

goal setting.The role of a coach is to help coachee

identify goals for the problems faced or the goals to

be achieved from Coachee and focus on the solution

of the problem.

In the implementation of coaching, coachee will

be asked to share problems or obstacles experienced

first, then the coach is expected to lead to setting

goals. This initial stage requires that a coach be able

to identify coachee problems properly so that the

process of driving the destination can run according

to what is desired.

Identification of good problems by supervisors

will affect problem-solving abilities. This is in line

with Stein and Book (2004), that understanding

problems / formulating problems until problems can

be identified properly is the first step that must be

done in solving problems. D'Zurilla, Nezu, and

Maydeu-Olivares (2004) state that one aspect of

problem solving is being able to define

problems/formulations.

When formulating a problem, a coach tries to

explain and understand the problem by gathering as

many specific and concrete facts about the problem

as possible, identifying demands, obstacles and

setting realistic problem-solving goals (for example,

changing the situation to be better, accepting the

situation and minimize emotional disturbances). A

coach must have good questioning skills to gather

specific facts and set realistic goals later.

GROW is an abbreviation of four steps or the

process of coaching:

1. Goal is ability to be achieved by trained

people. The goal must be intelligent, so that

everyone can realize when the goal is achieved.

2. Reality is the starting point of the ability of

people who are trained. This stage requires

issues that are happening and also challenges

that must be stated. Furthermore, an assessment

is carried out to assess the extent of the

achievement of people trained with the

objectives to be achieved.

3. Obstacles/Options.The first thing is an obstacle

that will slow down people who are trained to

achieve goals andthis needs to be identified.

Furthermore, these obstacles must be overcome

with several choices as a solution to overcome

these obstacles.

Way Forward. It takes the form of a step

forward to ensure the commitment of the

people who are trained to carry out and execute

the chosen solution. Each step of the GROW

model has a specific and measurable goal.It

will help people who will be trained to be able

to improve their abilities from the initial

Initial Capability Analysis of Productive Teacher and Training Design Making Learning Module using Flipbook Maker Application

475

conditions to the conditions to be achieved.By

going through these processes and steps, there

will be obstacles that arise as well as

alternative solutions that have the potential to

resolve the obstacles that arise. (Team FMA,

2013: 27).

The following will show the specific actions of

each step of the GROW coaching model as follows:

1. The goal step, with the following actions: a)

providing understanding so that the person

who is coached agrees with the topic to be

fostered; b) providing understanding so that

the person being coached agrees with the

specific objectives of the "Goal" step; c)

establish long-term goals if possible.

2. Step reality, with the following actions: a)

inviting people who are coached to conduct

self-assessments related to existing topics and

situations; b) providing examples related to

problems that function as feedback; c)

examining the assumptions that appear to be

validated; d) disposing of irrelevant

assumptions.

3. Step obstacles, with the following actions: a)

identifying obstacles that arise; b) clarifying

back to the person who is coached whether the

obstacles appear to be more than one; c) the

trainer must consider and discuss various

types of people, resources, environment, etc.

4. Steps ofoptions, with the following actions: a)

making sure that all alternative choices have

been identified; b) inviting the person being

coached to give input; c) offering also input to

people who are nurtured carefully; d) making

sure that the person being coached has

determined alternative choices to overcome

obstacles.

5. Way forward steps, with the following

actions: a) making a commitment to

implement alternative choices that have been

chosen; b) re-evaluation of obstacles that

might arise; c) planning the steps in detail

along with the time period needed; d)

providing understanding and agreeing on what

kind of support will be given to people who

are coached. (Team FME, 2013: 29).

4 CONCLUSION

Based on the above description, the following

conclusions can be drawn:

a. Academic supervision is very effective to

improve teacher professional skills and improve

the quality of learning. Academic supervision is

able to create harmonious, democratic,

constructive, and objective human relations that

are carried out continuously.

b. The GROW coaching model is very effective

inacademic supervision. By implementing the

GROW coaching model, a coachee has a strong

motivation to learn or improve his abilities based

on self-awareness and personal responsibility.

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