Field Work Practice Program in Applying for Internship

on the KKNI-based Curriculum of the IPS Department

FITK UIN Maulana Malik Ibrahim Malang

Abdul Bashith

and Saiful Amin

Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia

Keywords: Field work practices Evaluation, internship program, Curriculum for PIPS based on KKNI

Abstract: Department of Social Sciences Education (PIPS) Faculty of Tarbiyah and Teacher Training (FITK)

conducts Field Work Practices (PKL) activities for students in superior schools/madrasah. These activities

are developed with an apprenticeship pattern following the provisions in the Indonesian national

qualification framework (KKNI). This study focuses on the evaluation of the implementation of PKL

program in applying internships to the curriculum of the PIPS department based on the KKNI. This study

uses a qualitative approach, especially using evaluation research. The results are: (1) The results of

monitoring and supervision of the implementation of PKL were carried out using standardized statement

instrument sheets, (2) Responses and evaluations regarding that implementation showed good results in

terms of administration, (3) This internship program is an inseparable part of the PIPS Department of UIN

Maulana Malik Ibrahim Malang.

1 INTRODUCTION

In line with the appointment of the Maulana Malik

Ibrahim State Islamic University (UIN) Malang to

become a World Class University (WCU), the Social

Sciences Education Department (PIPS) restructured

the curriculum and established a departmental

development orientation based on the Indonesian

National Qualifications Framework (KKNI) and

preparation for the ASEAN Community which gave

birth to various consequences and challenges for

countries within ASEAN. Through the ASEAN

Community, domestic entrepreneurs can have the

capability to go International.

Higher education institutions are encouraged to

produce international quality graduates equipped

with professional skills, language skills and

intercultural skills (Tim FITK, 2016). Higher

education is also required to develop good skills in

collaboration with other institutions or parties and

with the development of student activity units (Tim

FITK, 2015). The curriculum that is implemented

also requires adjustments related to this, so that the

existence of the street vendors is truly in accordance

with the needs and demands in the field, especially

in the social studies education department where the

practice is in superior schools/madrasas in East Java.

Therefore, there is a need for in-depth research and

study on evaluating the implementation of street

vendors in the implementation of internships in the

curriculum of the PIPS department based on KKNI.

As a new program, there are not many references

or evaluation reports. Therefore, identification of

problems and boundaries of the essential issues that

are directly related to the implementation of the PKL

program in the implementation of internships in the

curriculum of the social science education

department based on IQF. This study focuses on

evaluating the implementation of field work practice

programs in applying internships to curricula

majoring in social science based on KKNI, with the

aim of 1) analyzing the results of monitoring and

supervision of the implementation of PKL; 2)

knowing the response and evaluation regarding the

implementation of PKL; and 3) knowing the

application of internships in the curriculum of the

PIPS department based on the KKNI.

2 METHOD

The research approach carried out is qualitative

research which means that research is carried out by

describing, describing and explaining data or

Bashith, A. and Amin, S.

Field Work Practice Program in Applying for Internship on the KKNI-based Curriculum of the IPS Department FITK UIN Maulana Malik Ibrahim Malang.

DOI: 10.5220/0009916900870095

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 87-95

ISBN: 978-989-758-458-9

information, with words or sentences separated by

categories to obtain conclusions (Arikunto, 1998).

For the purposes of this study, the selection of

informants is carried out purposively, which is based

on the aims and objectives of the study. Criteria for

selecting informants include: (1) Chairperson of the

PIPS Department; (2) Field Supervisor (DPL); (3)

Civil Service Teachers in training schools; (4)

Students who carry out street vendors; (5) Faculty

Leaders as Supervisors.

Researchers used questionnaires to collect primary

data, while document analysis and interviews were

conducted to collect supporting data and

simultaneously triangulate data. Evaluative research

generally aims to provide recommendations to the

organizers of the program. The recommendation is

of course based on data or information obtained

from the field either from a place, person or

document.

Arikunto says that data processing is a process of

changing the form of data obtained, usually still

contained in instruments or notes made by

researchers (evaluators), into a data presentation that

can be concluded and interpreted (Arikunto, 2005).

As explained in the research instrument, the data or

information obtained in this evaluation study came

from three sources, namely: 1) documents which are

administrative requirements of a program, 2)

questionnaires (questionnaires) distributed to the

three speakers (program chairman, DPL, and

students), and 3) interviews with the three speakers.

The raw data is then presented/processed to facilitate

the interpretation/ interpretation of the data itself so

that the analysis process becomes more reliable and

valid. To obtain empirical data from field research,

data collection techniques are used. The purpose of

data collection is all efforts made by researchers in

order to complete the data that is needed, including:

(a) Observation Techniques, (b) Interview or

Interview Techniques, (c) Documentation

Techniques.

In this study, researchers as activity observers,

interviewers and observatory research subjects. In

connection with this, the existence of the researcher

was at the same time as the head of the PIPS

department FITK UIN Maulana Malik Ibrahim

Malang, as well as the Field Supervisor (DPL) at the

time this activity was conducted. Data analysis uses

the following techniques: (1) inductive method, (2)

descriptive method. In order to obtain valid data

findings, it is necessary to check the validity of the

data using the following techniques: (1) Extend

participation, (2) persistence of observation.

3 RESULT

3.1 PKL Evaluation Results and

Apprenticeship Enforcement

FITK UIN Maulana Malik Ibrahim Malang has

designed and established an internship program as

an integral part of the curriculum which is carried

out in stages, namely Internship I, Internship II, and

Internship III. Each apprenticeship program is

carried out with different times and objectives. Each

apprenticeship program has SKS weight as follows:

internship I weighs 1 credit, internship II weighs 1

credit, and internship III weighs 2 credits. This

apprenticeship activity is carried out in

school/Madrasah communities meets the

requirements as specified (Tim FITK, 2016).

Further stated that each apprenticeship program

has a different purpose. Internship I aims to build the

foundation of the educator's identity and establish

educational academic competence by strengthening

the teacher's initial ability to develop learning tools.

Internship II aims to establish academic

competencies related to the competency of social

studies by strengthening entrepreneurial ability in

the business world through the preparation of

business feasibility (feasibility study). The

implementation of Internship II at the PIPS

department is related to the learning of

entrepreneurship courses in the form of PKL which

are combined with PELS annual routine student

activities (training in entrepreneurship, leadership,

and social movement). Internship III aims to provide

additional initial experience in accordance with the

authority that will be given to prospective teachers

3.2 Internship Program on Curriculum

of PIPS Department based on

KKNI

The PIPS Department internship program is an

activity that provides initial experience to build the

identity of prospective graduates, establish

educational academic competencies and fields of

study, strengthen the initial ability of prospective

teacher candidates, develop learning tools and

pedagogical skills in developing educational

expertise and develop entrepreneurial skills become

another authority graduating from the PIPS

Department. Internships are academic and practical

activities that focus more on managerial and learning

in schools/Madrasah.

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4 DISCUSSION

4.1 Monitoring and Supervision of

PKL Implementation

Based on the results, it can be seen that the role of

the DPL is good and shows encouraging results. The

results of the monitoring of the instrument statement

about the work program of the practitioners, it can

be seen that the students participating in the street

vendors, both individually and in groups have made

work programs to be carried out during the PKL

activities. In connection with the individual work

program owned by each practitioner, several Field

Supervisors (DPL) who monitored directly in the

field stated that in general they already had, only

some were still not written, and there was no written

group program (Mudjiono and Dimyati, 2006).

Based on the results of the monitoring of the

instrument statement about appearance and neatness

of dressed up by the practitioners, it can be seen that

the performance of PKL students in general has been

good even arguably very good. The results of

monitoring regarding the instrument statement about

the academic atmosphere of the school/madrasah,

shows that the school/madrasah where PKL is

implemented is a superior school/madrasah located

in several districts in East Java. The learning

atmosphere in the classroom also seems conducive

when the author pays attention to the monev visit to

the madrasah, here clarifies the statement of Zainal

Arifin on Koetoer that evaluation as a systematic

investigation of the truth or success of the objectives

(Koetoer, 2000).

The results of the monitoring of the instrument

statement about the relation between the practitioner

and the DPL found that the communication between

the implementers of street vendors was already well

established, especially between the students and the

DPL, starting from the time they met in lectures on

campus, followed by academic guardianship

activities while taking study during lectures, joint

debriefing before leaving for the street vendors

location, and other activities that familiarize them

(Royse, et. al., 2007).

The results of the monitoring regarding the

instrument statement about the relation of the

practitioner with the administration section, obtained

the result that that the student of FITK UIN Maulana

Malik Ibrahim Malang had a good sense of all the

academic community, including the madrasah/

school administration as education staff. Based on

the results of the monitoring of the instrument

statement about the relation of the practitioner with

the surrounding community, it was obtained the

results that the surrounding community became an

important part in the implementation of the street

vendors (Dhemba, 2012).

The results of monitoring regarding the

implementation of learning in the activities of

opening lessons with components asking

questions/apperception, obtained the results that the

ability of students in carrying out learning activities

in class when PKL can show professional educators.

The results of monitoring regarding the

implementation of learning in the activities of

opening lessons with components providing an

explanation of the competencies to be achieved,

obtained results that the skills of explaining are a

major part of learning activities (Al-Makhareh, et.

al., 2016). In this case, the student can show it well.

This means that they understand their knowledge

and are able to understand others about their

knowledge as stated by Mudjiono and Dimayanti

about Learning Learning (Mudjiono and Dimyati,

2006).

Based on the results of monitoring regarding the

implementation of learning in the core activities of

the lesson with the components giving explanations

of the subject matter, it was found that it was still

related to the previous skills, where the explanation

of everything would have implications for the

understanding of something (Bogo, 2015). Related

to the subject matter, it means speaking in the realm

of professional competence.

The results of monitoring regarding the

implementation of learning in the core learning

activities with components facilitating the

interaction between students, obtained the results

that this activity is part of the classroom

management (Papouli, 2014). Class management is

the primary responsibility of a teacher, this is where

the reflection of the teacher's authority is at stake.

Teachers who are authoritative and respected by

students will easily manage and control classes,

whereas teachers who are less authoritative and not

respected students will find it difficult to organize

and control the class.

Based on the results of monitoring regarding the

implementation of learning in the core activities of

the lesson with the components of carrying out

active learning, it was found that active learning

became the focus of discussion when the

implementation of scientific learning was carried

out. The position of the teacher is not everything, but

rather acts as a facilitator of learning activities

(Koetoer, 2000). The development of electronic

media and web-based social media are currently

undergoing very intense developments, including

those related to learning in relation to finding

scientific reference sources. The ability of the

teacher to observe the phenomenon well and manage

it intelligently into learning material in classroom

Field Work Practice Program in Applying for Internship on the KKNI-based Curriculum of the IPS Department FITK UIN Maulana Malik

Ibrahim Malang

learning activities will be able to create an active

learning situation. From the results of the monitoring

assessment, this has been good so it can be stated

that the students have been able to follow the

development of the latest science and technology by

making the best use of it in learning activities, thus

active learning can be easily realized (Noronha and

Monterio, 2017).

From the results of the monitoring assessment

shows the ability of the practitioner in this matter is

very good and should be improved. The results of

monitoring regarding the implementation of learning

in the core activities of the lesson with the

components responding to students' questions and

answers, obtained results that are related to the

previous presentation, about giving the opportunity

to ask students. After being given the opportunity to

ask questions, the teacher should also respond to the

answers to the students' questions.

Based on the results of the monitoring of the

implementation of learning in the core activities of

the lesson with the components motivating students

to ask, the results were obtained that the motivation

to ask students was good, but there were several

students did not give statements/comments (Doel, et.

al., 2011). This is understandable, because in general

the provision of motivation is carried out in the

classroom explanation and management activities,

while in asking activities the time has usually

collided with the end of class hours, so that

sometimes it is forgotten.

Based on the results of monitoring regarding the

implementation of learning about the use of learning

media/learning resources with the ability to use

learning media components, it was found out that

generally practicing students mastered the use of the

latest electronic media, along with the latest

application programs that are familiar for learning

activities. In PKL activities are often found, students

discuss with the tutor teacher about the media that

will be used for learning certain materials. In fact, it

is often also found exchanging learning media

among tutor teachers with practicing teachers.

Paying attention to the results of monitoring

regarding the implementation of learning about the

use of learning media/learning resources with the

media suitability component with the material and

strategy, obtained results that are related to the

previous section, with almost the same explanation

can be stated that in the use of learning media need

to be considered the suitability of the material and

strategies used. In active learning activities, the role

of the media is very dominant. The more active

learning activities carried out, the more effective the

use of the media (Mudjiono and Dimyati, 2006).

Description of the results of monitoring regarding

the implementation of learning about the use of

learning media/learning resources with components

of the use of learning resources in addition to

textbooks and worksheets, obtained results that in

school/madrasah that implement the 2013

curriculum (K-13), textbooks and LKS are usually

prepared to support Learning Activities. However,

the constraints in the field are often found in very

limited quantities. Therefore, it is necessary to

prepare other learning resources as supporters and be

on guard if textbooks and LKS are not available or

insufficient. Facts in the field show that the students

have understood this and can carry it out well.

Based on the results of monitoring the

implementation of learning in the closing activities

of the components to confirm, the results obtained

that closing the lesson is the final step before ending

the learning activities. The facts in the field show

that the practicing students are able to carry out

these activities well in accordance with the demands

in the field, this is indicated by the contents of the

monitoring and observation document processing

activities. In addition, the writer can also pay

attention directly at the time of visiting

school/madrasah activities by asking the students

and tutors.

The conclusion of the subject matter should be

short, concise, and contained. The delivery is carried

out in a straightforward and simple manner so that it

is easily understood by students. The facts in the

field indicate that the students are able to carry out

these activities well in accordance with the demands

in the field, although there must be a lot of

consultation with the tutors and DPL. In direct

observation of the author during school/madrasah

visits by observing the learning activities carried out

by the practicing teachers in the classroom, this was

done well, but there were still many shortcomings,

especially at the level of the Madrasah Aliyah. This

is where it appears clearly that learning is a

continuous and continuous process.

4.2 Response and Evaluation of PKL

Implementation

Paying attention to the results of observations,

documentation, and interview activities carried out,

related to the administrative management of the

requirements PKL, that the campus should provide

formats relating to absences and detailed activity

reports so that students are more orderly corrected. It

is important to note that correspondence matters run

smoothly. If possible, it can be made immediately on

the Faculty web-based online correspondence design

that is supported by school/madrasah and electronic

addresses of DPL, tutor teachers and group leaders

in each of the practice sites.

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Based on the data from the results of the

instrument documentation student responses

regarding the administration of the requirements of

PKL obtained data that the administrative

management of street vendors was fairly good, but

must continue to be improved so that there are no

wording for students. This was reinforced by other

students who provided data that the management

was quite comfortable, although sometimes not on

time. With the on line management system

connected to each of the relevant parties, it will

make it easier and more convenient for all parties.

Based on the response that DPL was very helpful in

the PKL process, it was found that the DPL helps in

bridging the delivery of PKL objectives to the

agencies/schools. In addition, it also helps in the

preparation of street vendors' reports and becomes a

consultant if there are difficulties in implementing

the DPL. This shows that the existence of the DPL is

very important and urgent.

The DPL visit to the apprenticeship location so far

has been done at least 3 times during the

implementation of the street vendors, namely at the

time of submission, monitoring and withdrawal of

students from the street vendors location. Looking

forward, the presence of the DPL is expected to be

more than that, to be closer to the practicing

students. In some school/madrasah where street

vendors have even formed several academic and

non-academic services that support the improvement

of learning achievement, such as the guidance and

clinic unit of the Qur'an. This is in accordance with

the intent and purpose of implementing street

vendors as stated in the PKL Guidebook [5]. In

connection with community service activities in the

implementation of street vendors, for example,

teaching in the Al-Qur'an Education Park (TPQ) still

needs to be done because practical students live

around the community during the PKL

implementation. In addition, community service

activities actually increase practitioners' confidence

during the implementation of the street vendors.

4.3 Applying for Internship in

Curriculum Social Studies

Education based on KKNI

PIPS Department FITK UIN Maulana Malik

Ibrahim Malang as an educational institution for

education personnel (LPTK) is bound by national

education policies in the field of curriculum. The

new curriculum policy for LPTK requires that

educational institutions must establish graduate

profiles. The graduate profile will determine the

formulation of learning outcomes. Determination of

learning outcomes must refer to market signals and

graduate competency standards. Competency

standards for graduates must be in accordance with

Republic of Indonesia Presidential Regulation No. 8

of 2012 concerning the Indonesian National

Qualification Framework (KKNI) (Perpres, 2012).

Paying attention to article 1 paragraph (1) PP NO.

74/2008 concerning teachers states that teachers are

professional educators with the main task of

educating, teaching, guiding, directing, training,

assessing, and evaluating students in the path of

formal education at the primary and secondary

education levels (Perpres, 2008). One of the

principles of learning in the framework of skills

formation, knowledge development, and attitudes in

LPTK academic education is learning by doing.

Internships are learning by doing, very appropriate

to meet those needs. In line with the national

education policy that has recommended

apprenticeship programs as part of the LPTK

curriculum in Indonesia, the PIPS department of

UIN Maulana Malik Ibrahim Malang has adapted

itself. This apprenticeship activity is carried out in

school/Madrasah communities and the business

world for social studies education, while the

mentoring is carried out by Internship Advisors and

Internship Guidance Teachers in school/Madrasah or

Internship Supervisors in the business world for

majors IPS education that meets the requirements as

specified (Tim FITK, 2016).

The internship course is a compulsory subject at

the PIPS FITK UIN Maulana Malik Ibrahim

Malang. This internship course consists of Internship

I, Internship II, and Internship III courses. The

profile form of the PIPS graduates referring to the

KKNI is as follows (Jurusan IPS, 2016).

Table 1: The Profile Form of The PIPS Graduates

Referring to The KKNI

Description of Profile Level 6 Graduates and

Capabilities (Strata 1)

Social Studies Education Program

Main Profile of Social Sciences Education Study

Program Graduates:

As educators Social Sciences (IPS) subjects in

madrasah/school, Islamic boarding schools, and non-

school communities who are noble, good personality,

knowledgeable and professional in their fields and

responsible for carrying out tasks based on professional

and scientific ethics.

1. Work

Ability

Able to apply the theoretical

concepts of Social Sciences

in madrasah/school social

studies education and solve

problems that arise in it.

Able to apply theories of

education and learning in the

Field Work Practice Program in Applying for Internship on the KKNI-based Curriculum of the IPS Department FITK UIN Maulana Malik

Ibrahim Malang

preparation of tools,

implementing and evaluating

the learning of Social Studies

in madrasah / school based on

information and

communication technology.

Able to utilize the knowledge

of Social Education

Education and the

development of science and

information and

communication technology in

solving various problems of

Social Studies Education in

madrasas / schools.

Able to adapt to the situation

faced related to socio-

cultural, economic and

political dynamics and global

challenges in the

implementation of the task of

learning social studies

education in madrasah /

school.

Able to conduct research

activities on social and social

education that support his

profession as an IPS

educator.

Able to work professionally

as an IPS educator by

applying the concept of

scientific, religious, scientific

and Indonesian integration in

social studies learning.

2. Mastery of

Knowledge

1. Mastering the substance of

the IPS study in a broad, in-

depth, and up-to-date manner

to guide students to meet the

competency standards set as

IPS educators.

2. Mastering theoretical

concepts and scientific

foundation of social studies

education in depth as a

starting point in the

development of the social

potential of students to

achieve established

competency standards.

3. Mastering social studies

learning theories and able to

formulate and implement

them procedurally in the

learning of madrasah/ school

social studies education.

4. Mastering the concept of

scientific, religious, scientific

and Indonesian integration in

learning social studies in

madrasah/schools.

5. Observe the concept of social

studies education that

supports its profession as an

IPS educator.

Mastering the concepts of

educational and social

leadership in order to move

and cultivate the social life of

students in madrasah/schools.

3. Managerial

Ability

1. Mastering in depth about

matters related to making

appropriate and strategic

decisions in social studies

learning in madrasah/school

based on analysis of

information and data and

research results.

2. Able to take appropriate and

strategic decisions in the

learning of Islamic Religion

in schools / madrasas based

on analysis of information

and data and relevant

research results.

3. Able to provide instructions

and steps for solving various

problems of Social Studies

Education independently and

collectively to obtain quality

and maximum learning

outcomes in the formation of

social and religious behavior

of students.

Able to map social discourses

and phenomena as well as

contemporary issues in social

studies education as a basis

for developing creative and

innovative learning.

4. Responsibili

ties

1. Have strong responsibilities

and can be given

responsibility for the

implementation of social

studies that are effective,

productive, meaningful,

tolerant, and based on human

values in a multi-social

society both independently

and in partnership.

2. Able to adapt appropriately in

carrying out the learning tasks

of Social Studies Education

based on a strong, stable,

mature, wise and authoritative

personality, to be an example

for students, and have a noble

character independently and

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with confidence.

Description of Profile Level 6 Graduates and

Capabilities (Strata 1)

Social Studies Education Program

Supporting Profile Social Studies Education Program

Graduates:

As muslim entrepreneur who are noble, have good

personality, are knowledgeable and professional in their

fields and are responsible for carrying out their duties

based on professional ethics.

1. Workability

1. Able to prepare a business

feasibility study (business

feasibility study) that is good

and complete in accordance

with business / project

business standards.

2. Able to manage the conduct

of business ventures and

compile reporting on the

status of business enterprises

by collecting, analyzing, and

summarizing information and

business business trends.

3. Able to compile documents

on SOP (Standard Operating

Procedure), Software

Requirement Specifications

(SRS) and Quality Assurance

(QA) in the context of

implementing a business.

4. Able to work professionally

as an entrepreneur / Muslim

entrepreneur who can give

blessings to the surrounding

community (khoirunn naas

anfauhum linn naas).

2. Mastery of

Knowledge

1. Deeply master the theoretical

concepts and knowledge of

business business

management.

2. Mastering in depth the

theoretical concepts and

knowledge of SOP (Standard

Operating Procedure),

Software Requirement

Specifications (SRS) and

Quality Assurance (QA) in

business ventures.

3. Having skills in Indonesian

and foreign languages

(Arabic or English) that

support the success and

success of the business that

is run.

3. Managerial

Ability

1. Mastering in depth the things

related to managing a

business.

2. Able to lead a work team in a

business undertaking.

4. Responsibili

ties

1. Having strong

responsibilities in carrying

out tasks, achieving work

results and reporting as the

head of the business sector.

2. Having skills in utilizing

technology and processing

information to achieve

success and success of the

business that is run.

3. Having social responsibility

as an entrepreneur / Muslim

entrepreneur who can provide

benefits for the surrounding

community.

The decline in learning outcomes of the specific skill

elements of the educator profile refers to the level 6 KKNI

descriptors as follows (Jurusan IPS, 2016).

Table 2: The Specific Skill Elements of The Educator

Profile Refers to The Level 6 KKNI

Profile: IPS Educators

Study Program: Undergraduate Social Studies

Education

Level 6 Ability

Element of

KKNI

Able to apply

their fields of

expertise and

utilize science

and technology

in their fields in

solving

problems and be

able to adapt to

the situation at

hand.

1. Able to develop curriculum

for Social Studies subjects in

madrasah / school in

accordance with procedures

and principles in curriculum

development.

2. Being able to organize social

studies teaching in madrasah

/ school.

3. Able to use information and

communication technology

effectively and efficiently for

social studies learning in

madrasah / school.

4. Able to facilitate the

development of students'

social potential to actualize

their social abilities and skills

in real life in madrasas /

schools and communities.

5. Able to communicate

effectively, empathetically,

and politely in carrying out

social studies learning

assignments in madrasas /

schools and in the academic

community and with the

general public.

6. Able to carry out assessment

and evaluation of social

studies learning processes

and results appropriately, and

Field Work Practice Program in Applying for Internship on the KKNI-based Curriculum of the IPS Department FITK UIN Maulana Malik

Ibrahim Malang

be able to use them for

learning purposes.

7. Able to carry out reflective

actions and use information

and communication

technology to improve the

quality of social studies

learning.

8. Able to develop

professionalism and science

in a sustainable, independent

and collective manner

through self-development and

utilization of information and

communication technology in

the framework of realizing

self-performance as a true

professional educator.

9. Able to conduct research in

the field of social studies

education

10. Able to apply additional

skills as an entrepreneur /

Muslim entrepreneur who

can improve and renew his

way of working in order to

better provide benefits and

blessings for the surrounding

community.

11. Able to carry out work as an

entrepreneur / Muslim

entrepreneur effectively and

efficiently.

Level 6

Knowledge

Elements of

KKNI

Mastering the

theoretical

concepts of

certain fields of

knowledge in

general and the

theoretical

concepts of

specific parts in

the field of

knowledge in

depth, and able

to formulate

procedural

problem

solving.

1. Mastering various theoretical

and philosophical concepts of

general and social education

as the foundation and terms of

reference in the

implementation of social

studies learning in madrasas /

schools.

2. Mastering the characteristics

of students from the physical,

potential, spiritual, social,

cultural, emotional and

intellectual aspects.

3. Mastering learning theory and

learning principles that

educate in the implementation

of social studies learning in

madrasah / school.

4. Mastering the substance of the

material, the structure,

concepts and mindset of

scientific social studies

education in madrasah /

school.

5. Mastering the theory of

curriculum development,

media and learning resources,

as well as evaluating and

evaluating social studies

subjects in madrasas / schools.

6. Mastering social studies

research theory in the

framework of conducting

reflective actions to improve

quality and innovative steps in

social studies learning in

madrasah / school.

7. Mastering educational

leadership theory to position

and develop social studies

education in madrasas /

schools as an important part in

the implementation of

character education.

8. Mastering entrepreneurship

theory in education within the

framework of developing

social studies learning in

madrasas / schools that are

creative and innovative.

9. Mastering the latest

technological developments in

the field of IPS, the concepts

and principles of research in a

multidisciplinary manner.

10. Understanding the normative

and empirical teachings of

Islam as the basis for the

development of the field of

expertise in social studies

education.

11. Mastering the field of

expertise in social studies

education based on the spirit

of Islamic teachings and

values.

ICRI 2018 - International Conference Recent Innovation

5 CONCLUSIONS

From the results of the research discussion,

conclusions can be drawn: 1) The results of

monitoring and supervision of the implementation of

field work practices are carried out using

standardized instrument sheets, including work

programs, appearance and neatness in dress,

school/madrasah academic atmosphere, services

provided by schooh/madrasah, the relation between

practitioner and DPL, tutor teacher, student,

headmaster/madrasah, administration section,

surrounding community, and fellow students showed

the effectiveness of the implementation of PKL

activities; 2) Responses and evaluations regarding

the implementation of PKL show good results in

terms of administration. The DPL in PKL activities

has a guiding function and role in terms of learning,

directing the street vendors' work, and helping the

street vendors process. In general, the

implementation of street vendors goes well, DPL

plays a good role, students practice good

communication, the response of the school/madrasah

is also very good, communication with the

community and the school environment is also good;

and 3) This apprenticeship program is an inseparable

part of the PIPS Department students of the Faculty

of Tarbiyah and Teaching Sciences (FITK) of the

State Islamic University (UIN) Maulana Malik

Ibrahim Malang in obtaining academic

competencies. The internship course is a compulsory

subject at the PIPS Department UIN FITK UIN

Maulana Malik Ibrahim Malang. This internship

course consists of Internship I, Internship II, and

Internship III courses that students must take.

ACKNOWLEDGEMENT

The authors are thankful to all those who have

assisted in this research. Especially to The Faculty of

Tarbiyah and Teacher Training, UIN Maulana Malik

Ibrahim Malang who has provided financial

assistance to research.

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