




































 

 
EDUCATIO : Journal Of Education 

Volume 1 , Number 2, November 2016 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Practice Field Experience 

Integrated In Quality Improvement of Teacher 

 

Binti Rosyidah 
STAI Mifahul 'Ula Kertosono Nganjuk 

bintirosyidah@gmail.com 
 

Published:  
November 20 2016 

Reviewed:  
September 14, 2016 

Accepted: 
August 13 2016 

 
Abstract: Considering on the Indonesian Teacher and Lecturer Act, every 
Indonesian teacher needs to have a teacher certification. Indeed, it is a good 
opportunity as well as a challenge for every university, the which is conducting 
teacher training program, to have qualified graduates. As a qualified teacher, he 
must have four competencies concerning pedagogy, attitude, personal, and 
social. The question that may Arise is "How to have such competencies?" Of 
course, many ways can be done. However, improving the quality of teaching 
practicum is one of the many possibilities that can be considered. Integrated 
Student Community Service - Teaching Practicum (KKN-PPL) the which is 
combining community service and teaching practicum program itself has been 
developed by Yogyakarta State University (UNY) to have a better models of 
such teaching practicum. 

 
Keywords:  KKN-PPL, Teaching Practicum, Students Teacher. 

 

Introduction 

As mandated in Law OF the Republic of Indonesia Number 20 Year 

2003 on National Education System, Article 42, that each educator is required 

to have the required qualification and certification in accordance with the level 

of authority to teach, physically and mentally healthy, and have the ability to 

realize the goal of education national.1 

Thus, every educator must have several competencies related to the 

                                                      
1 Law of the Republic of Indonesia No. 20 of 2003 About the System of National Education 

(Bandung: Image Umbara, 2003), 28. 

mailto:bintirosyidah@gmail.com


  
 

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theory and practice of teaching. Further, in the Law on Teachers and Lecturers 

Article 8 states that a number of competencies and certifications be obtained by 

passing the education process profession. For that every prospective teacher 

education, including Yogyakarta State University (UNY), should be organized in 

teacher practices that are packed in Practice Field Experience (PPL) to 

anticipate and prepare prospective teachers to be successful in teacher 

competency test.2 

The fact is that teachers or prospective teachers have a dominant role in 

learning. For that, is necessary to arrange the realization of teachers and 

prospective teachers, as the man behind the gun, are of good quality in the field 

of mastering science, understanding of learners, learning methods, as well as the 

attitude and personality of the sublime. In order to improve self-esteem, a 

crunch student should be aware of, evaluate yourself, and have a desire to 

change for the better. For this, Sumarno Sudarsono said the 4 Steps To 

Wisdom, compiled Anthony de Mello, consisting of: 1) recognize negative 

feelings in yourself, 2) do not take that as a fact, 3) do not equate myself with 

that feeling, and 4) do not want others to change before yourself changing, it is 

very relevant indeed to be realized for the practitioner who was at the stage of 

self-change. Nevertheless, the awareness and commitment of all relevant 

elements and the willingness to achieve optimal success required tips, 

techniques, and specific strategies.3 

 

Various attempts to improve the quality of teachers and prospective 

teachers have been carried out by the government. Improving the quality of 

teacher training, in service training, as was done by the Center for Upgrading of 

                                                      
2 The draft of the Republic of Indonesia No. 14 Year 2005 on the Law on Teachers and 

Lecturers (House of Representatives, 2005), 5. 
3 Sumarno Sudarsono,  Desire To Change: The Willingness To Change (Jakarta: PT Elex 

Media Komputindo, 2005), 117. 



  
 

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Teacher Education (PPPG), improving teacher quality through program 

enhancement Secondary School Teachers (PGSM), either through equalization 

or further studies in domestic or overseas also has many do. Not to forget, the 

stabilization of the PPL program is an important component in the preparation 

of candidates for teacher quality is also a concern for improved quality. 

In addition, the decision of the Minister of National Education number 

232 / U / 2000 and number 045 / U / 2002 on the development of Kuriku-

lum Competency-Based (CBC) with five components of competency, which 

includes General Life Skill (GLS) and Specific Life Skill (SLS ), is of great 

significance for development of prospective teachers. Bids LPTK partnership 

grant program initiated by the Higher Education, the website http: // www 

dikti.org., In this case the Directorate of Personnel and Workforce Education 

College (PPTK and KPT), load the PPL quality improvement program, which 

is one of 6 education quality improvement program. Further, Higher Education 

has coordinated and introduced seven LPTK (including UNY) in model 

development or how "new" the WMO to be learned and considered 

implementation by other LPTK accordance with the conditions of LPTK 

respectively.4 

Packaging model PPL developed by UNY is PPL integrated 

(abbreviated KKN-PPL), which integrates (rather than clicking combine) 

between corruption and PPL both in terms of management, time, program 

funding, Field Supervisor (DPL), and the community target (public school). In 

addition, a synergistic collaboration between the Institute for Community 

Service (LPM), as manager of KKN, and Field Experience Practice Unit 

(UPPL), as manager of PPL, showed their awareness and synergistic work 

culture in accordance with the vision and mission of UNY. 

                                                      
4 Soli Abhimanyu et al, Monograph set of Implementation PPL In LPTK (Jakarta: 

Directorate PPTK and KPT, Higher Education, 2004), 5. The 



  
 

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In general, more PPL activities are focused on improving learning skills 

and school administration. Yet to become professional teachers is not enough 

just to stock both. Many other competencies that need to be controlled, so that 

the demands of teacher competence as required 4 both in the Law on Teachers 

and Lecturers and national Education Standards5 can be met. For the KKN-

PPL, as one form of developing of PPL, implemented to meet those needs. 

 

A. issues 

Early of the idea on corruption-PPL marked by the controversial 

execution of corruption that occurred in UNY. On the one hand there are 

groups who want corruption is eliminated, while in others there are demands 

that wants corruption continues. This difference of opinion has implications for 

the university's efforts to overcome and find a way out. To that end, showed 

several alternative models modified corruption, one of them is modified target 

communities, which was originally only in the countryside further developed 

also for the public schools. Thus, came the implementation of service learning 

in schools (not just in the village). In fact, for LPTK, field training activities 

have also been carried out in schools, namely in the form of PPL. As a result, 

there are two types of field practice different activities but both occurred at the 

school. 

In this respect, fair if further raised the following issues: 

1. Why KKN-PPL to development? 

2. The extent of corruption-time allocation feasibility accordance with the 

weight sksnya PPL? 

3. Is there corruption-PPL conformity with the demands of teacher 

competence? 

                                                      
5 Indonesian Government Regulation No. 19 Year 2005 



  
 

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4. How does the existence of factors supporting and inhibiting factors KKN-

PPL? 

 

B. The idea of development of KKN-PPL 

existence of controversial on the administration of corruption which 

appeared in UNY when it impacted on for two studies(independent)by LPM and 

UPPL in 2001 with the respondent students, lecturers, leaders of faculty / 

department / study program, principals, teachers, and head of the education 

department. It turned out that both produce similar conclusion that corruption 

needs to continue to be implemented but with modivikasi. As described 

previously that the next step to follow up these conclusions is a review of the 

target communities of corruption, which was originally a rural community, 

expanded into the school community. For this, the students can make a choice 

according to his wishes. 

Considering the school has been the scene of activities of PPL, then all 

the activities of the PPL has tersistematisasikan well. Thus, learning activities 

and PPL are arranged such that se-up each other does not collide with each 

other. Nevertheless, reality shows that the impact and collision program of 

activities is often difficult to avoid. In fact it can happen, the implementation of 

service learning in schools is done in a certain semester after semester of 

implementation of the PPL, its activity almost did not differ significantly with 

PPL activity ever undertaken. Teacher / school to give the assignment to 

students implementing service learning activities in schools to teach students at 

school even though the teaching activities are not included in the plan service 

learning activities that must be performed. Thus there is repetition of teaching 

activities that should not be done on learning activities at the school. 

As we know that the activities of the PPL program gives more readiness 

for prospective teachers to "stand up" in front of the class and other activities 



  
 

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for the improvement of skills in the field of administration and management of 

schools. In fact, the success of education, professionalism of teachers and 

prospective teachers, not enough simply determined by the "permissibility" of 

teachers in managing learning in class and clerical skills and school 

management, but also other factors in accordance with 4 of teacher 

competence. Kete rampilan manage teachers' training, experience in organizing 

various competitions education, the ability to manage the extra-curricular 

activities, fostering and coordinating studies teachers associations, and 

relationships with related parties for the success of students, all of which are 

supporting components of teacher professionalism. In addition, doing business 

preventive against the influence of drugs to students, addressing student 

misbehavior, regulate education management and administration, as well as 

many others, is generally not / has not been set out in the program all PPL 

activeities itself. 

In connection with that came the idea to combine the two programs, 

namely corruption and PPL PPL become integrated (abbreviated KKN-PPL), 

as is described previously. By kon-septual, KKN this -PPL not two activities 

combined, corruption and PPL done in parallel, but the implementation of a 

more professional PPL are even strengthened by learning programs that 

"breathe" PPL. Thus the KKN-PPL program is a blend of PPL program, which 

is getting strengthened, with service learning programs loaded with teacher 

training. Both of these programs do not collide with each other because 

everything is controlled in units of program, time, funds, and DPL same. If only 

there will be a clash of programs, early-ter the collision can be detected by DPL 

is concerned. 

Many advantages compared with the program KKN- PPL and PPL 

service learning programs are conducted separately. In addition to the time and 

funds required pelaksanaann more efficient, in terms of the type of the cult of 



  
 

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the field, both of which are subject field practice deserves to be combined. In 

terms of relevance (relevance), KKN-PPL has a very high relevance to the 

program of improving the quality of teacher candidates. This is because the 

program itself remains PPLnya be improved, while the corruption that had 

"breath" kan PPL PPL can serve as a support. Furthermore, in terms of 

sustainability (sustainability) program of school development, corruption-PPL 

more to contribute positively to the growth of corruption in the quality of 

schools than rural. Ker-to- between schools, education authorities, local 

government, and LPTK happen very harmonious and well established in the 

development dae-rah program / school and in terms of funding. Nevertheless, 

some weaknesses still appear here and there. For this, the need to continue 

efforts to overcome them in order to obtain quality KKN more optimal PPL. 

In accordance with the results of the annual evaluation of the 

implementation of KKN-PPL involving various stakeholders such as schools, 

students, DPL, teachers, tutors, Education, Local Government, UPPL and 

LPM, that the implementation of KKN-PPL otherwise have an efficiency that 

is quite encouraging. Some of the factors that affect the quality of the KKN-

PPL such as: management, program, time, funding, and guidance expressed 

more efficiently than the organization of corruption and PPL were done 

separately. This is according to the reviewer's comments on the proposal from 

the Higher Education System Planning, Programming and Budgeting (SP4) 

filed by UPPL in connection with improving the quality of teacher training 

programs through the development of KKN-PPL. 

Two major factors that need attention in enhancing the quality of 

teacher candidates pass an KKN-PPL is empowerment and familiarization. 

Empowerment factors include an increase in all incompetence and resource 

management so that it has a high relevance to management and administration 

are formidable. While the civilizing factors include willingness, work ethic, and 



  
 

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sustainability (sustainability) program to improve the quality of teacher 

candidates. 

 

C. Execution Time Allocation feasibility 

Improving the quality of teacher candidates through KKN-PPL 

beginning in Semester 3 by way of student conduct observation activities in the 

school's practice, especially for tasks educational lectures held on the third 

semester. The results of these observations are then used for discussion and 

micro teaching practices in semester 5. Thus, in the sam ping recording micro 

teaching always ready in the library UNY to be learned from Semester 1, 

observation and micro teaching practices constitute adequate preparation to 

support the implementation KKN-PPL. Each weight-PPL service learning 

credits should be the same for each study program organized it but the fact still 

vary. Implementation of KKN-PPL performed at intervals of two months, June 

and July. The interval-contested election tukan hour based on the calculation 

required under the combined weight of credits between corruption and PPL. 

As we know that the implementation of any course credits, consists of 

three activities, namely face-to-face, structured work and self-employment. In 

accordance with the academic regulations UNY, for every subject field practices 

face an hour is equivalent to 4 hours of field work. Thus, the calculation of the 

implementation of KKN-PPL clock with a weight of 6 credits are as follows:6 

 a. Number of hours equivalent to the   

 clock-face:   4 x 6 x 50 min = 1200 min. 

b. Number of hours of  structured:1 x 6 x 60 min = 360 

min. 

c. Number of hours of self-employment:1 x 6 x 60 min = 360 

                                                      
6 UNY, UNY Academic Regulations 2004 (Yogyakarta: Yogyakarta State University, 2004), 

7. 



  
 

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min. 

 ----------------------------------------------- 

          Total = 1920 min 

 

the number of hours is equivalent to 32 hours / week. Every day 

magnified Lukan working time about 5.5 hours / day with an allocation of work 

time can be set according to the number of these hours. For example, 3 hours 

allocated in the morning for activities directly related to the student and the 

school. Other activities can be done in the afternoon and evening around 2.5 

hours. In practice, the implementation of KKN-PPL is much larger than the 

allocation of 5.5 hours for each day. 

Also realized that the time allocation will not have much meaning if 

their use can not be optimized with the best. With the optimization and 

efficient utilization of time allows a good result can be obtained with only 

memerlu-kan allocation of time is not too long. For this role of DPL is always 

optimized both the frequency of attendance and the quality of guidance. 

This can be done if the coordination is very systemic, compact, and 

synergy with related parties. Therefore, the task of tam-ingredients in KKN-

PPL coaching is to improve the quality of management and administration, and 

control of implementation. Koordi-routine and continuous rice ranging from 

structuring the administration, management, provisioning activity, jump, 

guidance, student withdrawal from the practice location, and evaluation of 

programs, continue to accommodate a wide range of criticism, feedback and 

constructive suggestions. 

  

D. Conformity Program KKN-PPL and Teacher Competence Demands 

In order to examine the suitability of-PPL learning programs and the 

demands of teacher competence, there are two things that can be studied, 



  
 

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namely: 

1. Substance-PPL learning activities and competence of teachers (2) place and 

management of KKN-PPL. 

a. PPL substance-corruption activities and competence of teachers. 

KKN-PPL quality achievement equip students beginning with the 

practitioner on various knowledge and skills learning through micro teaching. 

In UNY Micro Teaching Guidelines stated that in preparing candidates for 

professional teachers are teaching basic competencies that need to be 

developed. Competence includes teaching basic skills and teaching basic skills 

integrated.7 

Teaching basic skills are skills in terms of: 1) starting and ending 

learning 2) explaining something 3) reinforcement 4) using the media 5) develop 

learning scenarios 6) held a variety of learning 7) guiding the discussion, 8) 

manage the class, 9) motivate ask, and 10) evaluate the gradual and separated. 

As for the integrated teaching basic skills are several types of skills that are 

combined and performed within a certain learning. In addition, some learning 

life skills as well trained as: self-knowledge skills, thinking skills, social skills, 

academic skills, and proficiency voksional. 

In this regard, it appears their suitability KKN-PPL program with four 

competencies of teachers (pedagogical, personal, professional and social) as 

stipulated in Government Regulation No. 19 of 2005 on National Education 

Standards.8 Pedagogical competence is the ability to manage the learning of 

students. Personal competence is the ability of personality steady, stable, 

mature, wise and dignified, noble, and become role models for students. 

Professional competence is the ability to estab-belajaran mastery of subject 

matter is broad and deep. While social competence is the ability of educators as 

                                                      
7 UNY, Regulation academicUNY,9. 
8 Government Regulation No. 19 of 2005 on National Education Standards, 9. 



  
 

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part of the community to communicate and interact effectively with students, 

fellow teachers, staff, parents / guardians of students and the surrounding 

community. 

By paying attention to descriptions of both, if done pencer-matan in 

more detail to it then it does not seem too difficult to determine that there is 

conformity between the two. In addition, in the Menik Rusdianti thesis stated 

that in general the KKN-PPL management system has been coordinated by the 

LPM and UPPL. Preparation and guidance KKN-PPL in order to improve life 

skills, especially for students majoring in Mathematics Education, runs well and 

has no relevance to the implementation of KKN-PPL.9 

Nevertheless, to achieve the desired goal, the quality of the management 

and implementation of adequate quality control system is crucial. 

b. Points and ManagementKKN-PPL-PPL 

Management of KKN  carried out in several places that are relevant. 

Campus, school, Department of Education, everything is utilized optimally for 

the preparation of prospective teachers to have sufficient competence. Synergic 

cooperation between managers LPTK with several stakeholders, including the 

head of the Department of Education, principals, leaders of Local Government 

(LG), DPL, teachers, tutors and students, all of them are potential to realize the 

dream of reaching prospective teachers that are reliable, competitive and 

adaptable high , 

Renewal of PPL guidelines (2003), KKN-PPL (2004), and KKN-PPL 

(2005), the development of micro instruction execution by presenting some 

teachers tutor at the college, as an outstanding lecturer, everything is an effort 

to develop a KKN-PPL. In addition, UNY has provided equipment for 

                                                      
9 Menik Rusdianti, "Case Study About the Quality Improvement Program Through 

Mathematics Teacher Candidates KKN-PPL". Essay. Education S1. MIPA-UNY. 

Yogyakarta, 51. 



  
 

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socialization KKN-PPL as early as possible through the recording disk micro 

teaching coordinated by UPPL and Development Center and the Development 

of Instructional Activity (P3AI) prepared in per-library so that students of 

various study programs can make use of it as early as maybe. Lecturer and 

teacher training tutors, increased corruption-PPL administration services 

including monitoring its implementation, everything is done regularly and 

continued to support the realization of qualified teacher candidates. 

Even though it has been shown that there is obviously time-enforcing 

the feasibility of KKN-PPL, but this does not mean that it is no longer needed 

improvement effort to become more feasible. Therefore, taking into account 

the constructive criticism and suggestions, starting in 2006, the time interval 

KKN-PPL implementation is planned to be changed from 2 months to 2.5 

months. This additional allocation is determined on the basis of the evaluation 

results KKN-PPL in 2005 and the same air agreement between DPL and 

principals, and other inputs that need to be considered. There is even the 

possibility, in the context of professional education and teacher certification, 

implementation of KKN-PPL needs to be done within one full semester. For 

this, equating weight-PPL service learning credits between programs of study 

needs serious attention in order to avoid variations in implementation. 

 

E. Supporting Factors and Obstacles KKN-PPL 

In order to develop a KKN-PPL can not be separated from the 

supporting factors are as follows: 1) participants 2) commitment of various 

parties, and the factors that consists of: 1) the frequency of attendance DPL, 

and 2) the accuracy report turnaround time. 

1. Supporting Factor 

a. Program participants: Animo students who participated in the corruption-

PPL every year tend to rise. In 2005, approximately 70% of the total 



  
 

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number of students preferring KKN KKN cende rung-PPL than 

corruption alone. In 2006 was registered in 1968 mahaiswa participants 

KKN-PPL. A substantial amount of this is an encouragement to 

corruption knowl-lola-PPL to work harder so that the KKN-PPL can serve 

as a preparation program more qualified teacher candidates. The success of 

Field Experience Practice Unit (UPPL) in acquiring funds Coverage 

Program of Higher Education (PCPT), and funds from the District 

Government strongly supports the success of KKN-PPL program. Student 

proactive attitude in the determination of the place of corruption-PPL 

accordance with the wishes and field, with the knowledge manager, and the 

struggle in getting funds from sponsors, it can really help the smooth 

running of the program. The behavior of the participants KKN-PPL has 

always tried to work hard, keep the good name of the university, and 

showed a commendable personality so appreciated by people and 

communities where the practice strongly supports the smooth 

implementation of learning programs-PPL. 

b. The commitment of the Parties to the KKN-PPL: Development of rules 

of thumb practices through KKN-PPL field includes two main camps 

preparation of prospective teachers, namely: the mastery of scientific 

competence in accordance with the occupied areas and practice skills 

include learning other skills supporting the professionalism of teacher 

candidates. For this the participation of university leadership, faculty, DPL, 

managers, teachers, tutors, principals and employees' offices are all very 

helpful fluency program. His plan would be involved several senior 

lecturers and even leaders in micro teaching supervisor privilege is carrying 

the success of KKN-PPL. Existence of innovative funds (block grants, 

internal) prepared by the university, a micro-feeling better teaching space, 

incorporating a more representative model of equipment and one-way 



  
 

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screen, is expected to increase the rate of success in improving the quality 

of teacher candidates. 

 

2. Inhibiting factors 

a. Presence DPL: Frequency of attendance very variation of DPL. Demands 

the presence of at least 8 times during the period of service learning takes 

place not yet quasi-PPL can be met by the DPL in general, although there 

is also the presence me-exceeds 8 times. This is the "homework" leaders 

and managers to overcome. 

b. Timeliness of completion of the report: Despite a tight time schedule for 

the implementation of KKN-PPL has been disseminated, including the 

completion of the report in a way that at the start of next semester is not 

disturbed responsible Activity early completion of reports of corruption-

PPL, but in practice there are still some students who can not timetable 

that has been determined. DPL for this role and cooperation of the parties 

involved to make timely critical to its success. 

 

Conclusion 

By considering a variety of offerings above : 

1. The development of KKN-PPL done as concerns student and lecturer on 

the implementation of KKN and PPL separately. Some of the 

considerations that support the emergence of corruption-PPL include the 

belief that optimize the quality of teacher candidates can be achieved by 

improving the enforcement of PPL itself reinforced by KKN "breathe" 

PPL in an integrated manner. 

2. By using mathematical calculations, was time spent on corruption-PPL 

showed feasibility, feasibility both in terms of the weight of credits KKN-



  
 

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PPL and its enforceability. Yet, the desire of all parties to increase the 

execution time of considerable accommodation. 

3. There is a correspondence between KKN-PPL with the demands of 

teacher competence. The development of several life skills in the defense-

horse developed in KKN - PPL is also in accordance with the demands of 

teacher competence. This compliance needs to be used so that the quality 

of the KKN-PPL can be optimized. 

4. There are factors supporting and inhibiting factors are both to be 

anticipated such a way as to optimize the quality of the implementation of 

KKN-LED can be realized. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



  
 

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REFERENCES 

 

Abimanyu, Soli dkk. Monografi Kumpulan Pelaksanaan PPL di LPTK.. Jakarta: 

Direktorat PPTK dan KPT, Dikti, Depdiknas. 2004. 

Caruso, D.R. and Salovey, P. The Emotionally Intelligent Mana-ger: How to 

develop and Use the Four Key Emotinal Skills of Leadership. San 

Francisco. Jossey – Bass A Wiley Imprint. 2004. 

DPR RI. Rancangan Republik Indonesia Nomor 14 Tahun 2005 tentang 

Undang-Undang Guru dan Dosen. 2005. 

Rusdianti, Menik. “Studi Kasus Tentang Peningkatan Kualitas Calon Guru 

Matematika melalui Program KKN-PPL.” Skripsi S1 Pendidikan. 

FMIPA-UNY. Yogyakarta. 2004. 

Sudarsono, Sumarno. Hasrat untuk Berubah: The Willingness to Change. 

Jakara. PT Alex Media Komputindo. 2005. 

Peraturan Akademik UNY Tahun 2004. Universitas Negeri Yogyakarta. 

Yogyakarta. 2004. 

Undang-Undang Republik Indonesia No. 20 Tahun 2003 Tentang Sistem 

Pendidikan Nasional. Citra Umbara. Bandung. 2003. 

 

 


