88 THE ROLE OF IN-SERVICE TEACHER IN SUPERVISING PRE-SERVICE TEACHERS DURING TEACHING PRACTICUM PROGRAM Diah Latifah Department of Music Education, Indonesia University of Education Jl Dr. Setiabudhi no 229 Bandung, Indonesia E-mail: diah-singer@bdg.centrin.net.id Received: September 13, 2014. Revised: November 5, 2014. Accepted: November 12, 2014 Abstract This study analyzes the role of in-service teacher in supervising the pre-service teachers during the Teaching Practicum Program and in building the pre-service teachers’ character to be compe- tent music teachers in the future. This study implements narrative inquiry as the method of re- search. Narrative inquiry method explains the variety of cases during the process of supervision by the in-service teacher. In addition, the research was held in Pasundan 8 Senior High School Bandung and was analyzed further by using qualitative methods with interactive analysis as it is formulated in the research question of this study. Results show that the supervision by an in- service teacher has been successfully enhanced the ability of pre-service teachers in teaching art and culture, particularly music lesson. The competence of pre-service teachers can be achieved by giving them examples, model, and music experience from in-service of the pre-service teachers. Keywords: in-service teachers’ supervision; the competence of pre-service teachers in teaching music lesson How to Cite: Latifah, D. (2014). The Role of In-Service Teacher in Supervising Pre-Service Teachers during Teaching Practicum Program. Harmonia: Journal of Arts Research and Education, 14(2), 88-96. doi:http://dx.doi.org/10.15294/ harmonia.v14i2.3290 HARMONIA : Journal of Arts Research and Education 14 (2) (2014), 88-96 Available online at http://journal.unnes.ac.id/nju/index.php/harmonia DOI: 10.15294/harmonia.v14i2.3290 p-ISSN 1411-5115 e-ISSN 2355-3820 professional teachers who are completely understanding the learning environment theoretically and practically. According to Puspitasari (2013, p. 33), in-service teacher who has a role as supervisor in Teaching Practicum Program, has a responsibility to guide the pre-service teachers (partici- pants of the Teaching Practicum Program) to create a lesson plan as one of classroom teaching administration. The lesson plan which is made by pre-service teachers has a slight difference format with the ac- tual lesson plan used at school. So far, pre-service teachers seem to not have any difficulties since the in-service teacher (the supervisor) has given them a set of lesson plan format examples. Subsequently, the INTRODUCTION In-service teacher in Teaching Prac- ticum Program has a role to prepare and supervise his participants to become mu- sic teachers. In-service teacher in Teaching Practicum Program specifically has a res- ponsibility to give a real school teaching and learning experience to every pre-ser- vice teacher who attend the program. Trai- ning and guidance are usually given by compiling lesson plan, analyzing syllabus, and implementing learning components in the practice of classroom learning in the actual music classrooms. Participants of Teaching Practicum Program or the pre- service music teachers are prepared to be Diah Latifah, The Role of In-Service Teacher in Supervising Pre-Service Teachers 89 pre-service teachers only need to adjust their lesson plan to the fixed format which is written in the provided example. Frequently, the empirical facts regar- ding to the actual teaching are considerab- ly different to the initial learning which has been firstly has given in the teaching education program at the university level. In its relation to clinical supervision, Pus- pitasari also argues that clinical supervi- sion is a form of professional assistance that is based on the needs of pre-service teachers (student teachers), and derived from a systematical observation and ana- lysis regarding the actual behavior of pre- service teachers in the classroom. Parwoto (1988, p. 84) states that this stage requires the pre-service teachers to practice their teaching and non-teaching skills integra- tedly and intact in the actual teaching situ- ation under an intensive supervision from lecturers and in-service teachers. The Teaching Practicum Program is an activity which aims to prepare pre-ser- vice teachers through an actual classroom teaching practice at schools. This program is located in schools or other institutions which provide teaching learning program for pre-service teachers. Hamalik (2005, p. 172) argues that Teaching Practicum Program is a series of activity that is pro- grammed for students or student teachers comprises learning to teach or learning outside the teaching activity itself. This ac- tivity is an opportunity to develop profes- sional competencies required by the work field of teachers or other educational per- sonnel. Further, this activity is aiming to form the personality of pre-service teach- ers and to equip them with a set of know- ledge, skills, values, attitudes, as well as a behavioral pattern. In addition to this are the competent and appropriate use of those aspects in the implementation of teaching and learning inside and outside schools. Widiastuti (2013, p. 3) claims that Teaching Practicum Program is actually one of the essential curricular components which need integration between material comprehension and practice. Besides, the Teaching Practicum Program is one of intracurricular academic activity which comprises guided, focused, and integrated teaching practice and other educational duties to fulfill the requirement of the es- tablishment of professionals in the field of education. Supervision under the assistance of in-service teacher is a kind of supervision which is aiming to prepare pre-service tea- chers to become competent teachers. In other words, supervision purposes to pro- vide teaching competency training to the pre-service teachers. Based on Shalaway (2005, p. 9),”teaching in today’s classrooms calls for reflective professionals set apart by special knowledge and skills”. It means, for teachers, teaching is not a kind of com- petence which can be possessed easily. It is more of an arrangement of special capabi- lities that shapes teachers become profes- sionals. Here, the teaching competencies are given by in-service teachers through the process of music classroom teaching in the school environment to the pre-service teachers as the participants of the teaching practicum program. The Teaching Practicum Program is a medium of giving teaching learning skills and knowledge training to pre-ser- vice teachers in order to form them be- comes professionals. Soewito (2013, p. 6) argues that Teaching Practicum Program and Community Service Program (Ku- liah Kerja Nyata) is integrated aiming to develop the competencies of university students to become pre-service teachers or other educational professionals, in par- ticular. Programs which are developed in the implementation of Teaching Practicum are focused on school communities, clubs, or institutions. School communities comp- rise school internal community (teachers, staffs, and school committee) as well as so- cieties around the school environment. Besides the aspects described above, the changing of competencies which needs to be comprehended by students are the balance between hard skill and soft skill competencies. Curriculum development team (2013) states that there is an increase and balance between soft skills and hard HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 88-9690 skills in Senior High School comprise the competencies of attitudes, skills, and kno- wledge. Specifically, in Indonesian curri- culum, the music lesson is derived from competencies. In the other words, the les- son has to be in accordance with the com- petencies. A study by Widarto (2012, p. 20) states that the hard skills and soft skills, learning strategy need to be implemented in order to prepare skilled employees. If the education is given at school, the acti- ve learning strategy will be relevant to be implemented. This study is going to explain that in- service teachers should have the compe- tencies to guide the participants of teach- ing practicum (pre-service teacher) in order to implement the balance of hard skill and soft skill through music learning for students. An example of regarding to the previous explanation is the ability to lead a small discussion in ‘cooperative learning’ learning model. Zaher and Nasir (2010) conduct a study about the impor- tance of cooperative learning approach. Based on them, learning by this method is more effective rather than other traditio- nal learning. This learning is considerably important to give an opportunity to the students to have more experiences in lear- ning. Here, the role of in-service teacher is considered to be essential to help teachers in giving an active learning experience rat- her than the passive one. Active learning experiences is con- siderably essential to students, There- fore, a pre-service teacher need to be awa- re and understand the principles of active learning, such as: action learning or what is known in music lesson as learning by experiencing music. Leonarda (2010, p. 121) states that the importance of learning using action learning is the opportunity to give students a space to develop their ma- nagerial and collaborative experiences. As it has been explained previously, the theory of teaching and learning deli- vered in Teaching Education is frequently different with the empirical facts happened in the field. It is believed that this problem can be solved through the supervision by in-service teachers as the people who are in charge and have a considerable number of experiences in the actual music class- rooms. This study is conducted to find out whether in-service teachers are having the competencies to mediate the difficulties to teach that might be faced by pre-service teachers and the need to implement the Indonesian newest 2013 curriculum which emphasizes the balance between hard skill and soft skill. Therefore, the research ques- tion in this study is “Is the in-service teach- er supervision able to make the pre-service teachers to become competent music tea- chers?”. From the research question, this study is aimed to analyze the function of in-service teacher supervision towards the pre-service teachers’ readiness to become competent music teachers. METHOD This research implements narrative inquiry as the method of study. Narrative inquiry method explains a variety of cases and activities which happen during the supervision between the in-service to the pre-service music teachers. Design and Assumption of the Study Based on the research question stated above, the design of the study is illustrated in the following figure (see figure 1). From the presented chart, it is assumed that in- service teacher has several significant roles towards competencies in creating lesson plans, carrying out the learning process of a music lesson, and implementing both hard skill and soft skill to the pre-service teachers. The data will be analyzed by (1) finding out the functions of in-service teacher’s supervision regarding to the pro- cess of creating lesson plans for the pre- service teachers, (2) finding out the func- tions of in-service teacher’s supervision regarding to the implementation of lear- ning process for the pre-service teachers, and (3) finding out the functions of in-ser- vice teacher’s supervision regarding to the implementation of the balance between Diah Latifah, The Role of In-Service Teacher in Supervising Pre-Service Teachers 91 hard skill and soft skill. Data of the Study Data of the study which is going to be analyzed in this study are (1) the func- tions of in-service teacher supervision for the pre-service teachers, (2) the functions of in-service teacher supervision regar- ding to the implementation of the learning process for the pre-service teachers, (3) the functions of in-service teacher supervision regarding to the implementation of the ba- lance between hard skill and soft skill for the pre-service teachers. The study will be started by an initial observation to understand the school en- vironment and examine the preparation of the in-service teachers before supervising the pre-service teachers. The real research is going to be conducted when the teach- ing practicum is started. The process of creating lesson plan will be done once in a week in the first month, and twice in a week for the following months. The next step is to observe the lear- ning process when the pre-service teachers act as the actual classroom teachers under the supervision from the in-service teach- er. The conformity between the syllabus and the teaching practice will be analy- zed. The aspects which are going to be ob- served and analyzed further are (1) the use of learning approach, (2) the use of lear- ning method, (3) the use of learning media, and (4) the steps and evaluation technique implemented by the pre-service teachers. Specifically, data is going to be ana- lyzed deeper by synchronizing the practi- ce with the process of supervision regar- ding to on how the music materials are constructed by combining the hard skill and soft skill of music. Descriptive qualita- tive analysis is going to be implemented to process, verify, and summarized the data interactively. The interview will be conducted in the middle of pre-service teachers’ teach- ing process analysis in order to obtain the information related to the performance of in-service teacher in conducting the super- vision. The interviewees will be the vice head master of curriculum and the in-ser- vice music teacher. Furthermore, research will be taken place in Pasundan 8 Senior High School Bandung, starts from the mid- st of February to the midst of May, 2014 during the teaching practicum program. The research instruments will be (1) the guidelines of observation, (2) the guide- lines of interview, (3) the documental stu- Figure 1. Chart of the Study Design (Latifah, 2014) HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 88-9692 Supervision related to the learning method was done during the learning pro- cess in the classroom. In-service teacher demonstrated the implementation of lear- ning methods in teaching music. Methods which were applied by in-service teachers and were taught to the pre-service teach- ers were the methods of practice, lectu- ring, questions and answers, demonstrati- on, and imitation. Lecturing method was implemented while giving an introduction to students related to the learning materi- als which were going to be given. Questi- ons and answers method was conducted during the learning process when students who had not understood the materials delivered several questions related to the given materials. In addition, this method was also implemented during the time of learning music practice. When students had difficulties in understanding or fee- ling the rhythm pattern or singing a cer- tain song, they would ask the teacher to find the answers or problem-solving. In this case, service teacher and pre-service teachers would give the answers by de- monstrating or showing the way those music instruments or songs were produ- ced or sounded. The method of practice was done during the time when in-service teacher or pre-service teachers taught mu- sic. They would always ask the students to play music instruments by experiencing the way the instruments were played, both in rhythmical music ensemble or Degung. Supervision Related to the Usage of Media in Music Teaching The results of the supervision related to the usage of media in music teaching were seen when pre-service teachers per- formed teaching and learning in the class- room. In teaching, pre-service teachers see- med to always use the learning media. The learning media which were usually used were audio and audio-visual media. Au- dio media was used to give an understan- ding to students related to the language of sounds that would be needed by students. This media would also become the tool to understand the concept and practice of dy of lesson plans, as well as (4) documen- tation. RESULTS AND DISCUSSION The results of the study have suc- cessfully revealed the roles of in-service teacher to prepare the pre-service teachers, as follows: Figure 2. In-Service Teacher Gave an Example to Students (Documentation by Latifah, April 2, 2014) In applying the learning approach in the classroom, pre-service teachers were following suggestions from the in-service teacher as a result of supervision. Several approaches which had been given by the in-service teacher as the examples were experience learning, cooperative lear- ning, as well as appreciation. As a conse- quence, approaches which were usually implemented by pre-service teachers were also as the same as what they have learnt from an in-service teacher during super- vision. The approaches were experience learning, cooperative learning, as well as appreciation by conducting a group stu- dy to discuss new musical events they saw from the audio-visual media. During the supervision, it could be seen that the in-service teacher implemented both expe- riential learning and cooperative learning approach in teaching Degung rhythmical ensemble. In implementing the approa- ches, in-service teacher asked students to experience themselves to play Degung (see figure 2). Diah Latifah, The Role of In-Service Teacher in Supervising Pre-Service Teachers 93 certain music. In addition to the audio me- dia was the presence of audio-visual me- dia which was used to show the meanings behind the process of playing the music instruments contextually to students. By contextually meant that students were ex- pected to understand and realize how cer- tain sounds of music were sounded and played by the musicians shown in the pro- vided media. Another media which was always prepared in the learning process was mu- sic chart. It was used to introduce the text of certain songs that would be sung by students. However, among those media, the most important one was the music instruments themselves. It would be very important for students who were going to practice to play the music instruments. All of those media were used by the in-service teachers during the learning process. Du- ring the time of supervision, the in-service teacher demonstrated the ways to use tea- ching and learning media which were later imitated by pre-service teachers. Supervision Related to Evaluation Supervision related to evaluation was done by in-service teacher, with the following steps: in the beginning, in-ser- vice teacher introduced the technique of evaluation and the evaluation instrument which was used during the implementa- tion of the 2013 curriculum. The evalua- tion instruments comprise the activity of filling out certain rubrics to evaluate the students’ character building (soft skill) and scoring related to understanding the mu- sic competencies and practice. After that, in-service teacher showed the example of evaluating students to the pre-service te- achers directly during the process of lear- ning. The evaluation was done by ticking the columns of providing a rubric based on the students’ characters which were observed as well as by giving score or grade to the students based on their abi- lities to comprehend the competencies during the process of practicing to play Degung musical instruments. Those eva- luation activities were imitated and deve- loped by pre-service teachers during the teaching practicum. Supervision Related to Aspects of Hard Skill and Soft Skill Supervision related to the aspect of hard skill was initiated by the supervision to create the lesson plan. The lesson plan which was created by pre-service teach- ers was implemented well by them in the classroom. It was proof that supervision related to create and implement lesson plan was done well by both in-service and pre-service teachers. Supervision which was conducted to help pre-service teach- ers in creating lesson plan was done by giving them an explanation related to the gap between what is written in the les- son plan and the theories of learning that will be implemented in the real context of classroom learning at school. The supervi- sion was continued by giving feedback to pre-service teachers related to the lesson plan. In detail, in-service teacher gave an explanation related to the percentage of time allocation which was done during the learning process as well as the opening, main, and closing activities which would be done by pre-service teachers. Besides giving explanation related to the compre- hence of creating lesson plans, in-service teacher also taught the pre-service teachers the steps to teach Degung in a contextual way as it was always done in Pasundan 8 Senior High School Bandung. The process of learning Degung in this school was not done by reading the notation Da Mi Na di- rectly, but more by memorizing (ngabeo) and imitating the teachers’ demonstration. The role of in-service teacher in su- pervising pre-service teachers were also seen from the way he taught the pre-ser- vice teachers about hard skill of teaching music. In-service teacher was a model for the students, and he wanted pre-service teachers to also become a good model for the students. For instance, when an in-ser- vice teacher taught his students to value the ethics of playing Degung music instru- ment, he did not allow his students to step over the Degung instrument. Consistently, HARMONIA : Journal of Arts Research and Education 14 (2) (2014): 88-9694 in-service teacher showed that attitude to students. In addition, if there were viola- tions done by students, in-service teacher would remind the students in front of the pre-service teachers, so that the pre-service teachers would know the way to rebuke the students appropriately. Attitudes which were Modeled by the In-Ser- vice Teacher There were several attitudes done by in-service teacher which reflected exem- plary attitudes towards pre-service teach- ers. Some of the attitudes were silih asah, silih asih, and silih asuh. In the process of learning Degung, in-service teacher did not doubt to ask students to help each ot- hers. He gave an understanding to the stu- dents who had more capabilities in play- ing Degung to help their friends who had difficulties in playing the instrument. For instance, if there were students who had difficulties in playing Kendang instrument, the in-service teacher would ask the more capable students to teach their friends to play Kendang patiently without having the feeling of arrogance. In addition, when De- gung was played together, students would be asked to keep the pattern of the rhythm so that the less able students would not face difficulties in following the rhythm. More capable students were also asked to remind their friends when to play the instruments, for instance, gong which was supposed to be played at the end to close the Degung play. Related to the supervision for pre-service teachers, in-service teacher would always remind the pre-service te- achers to give their students’ music lesson based on Sundanese culture, who empha- sized the importance of attitudes and affec- tive aspect which became the main basis of teaching positive character to students. According to the interview which was conducted in this study to receive information from the in-service teacher on May 7, 2014, the teacher delivered the importance of Sundanese culture attitu- des which comprise ngasah, ngasih, ngasuh. Ngasah meant that in teaching, teachers had to give knowledge and attitudes to stu- dents according to humanitarian norms. Ngasih meant to give and care to students as if they were the teachers’ own children. Last-ly, Ngasuh meant to take care of or to guide the students to the maturity of thin- king and behaving in a mannered charac- ter. He also delivered that the concept of Karawitan had to be understood by stu- dents as Ra which meant rasa or feeling and Wit which meant karuhun or ancestors. Therefore, Rawit (Karawitan) means the act of feelings and politeness that was based on values which was inherited from the ancestors. Moreover, there were several other Sundanese philosophical terms which were often used by the in-service teacher to educate the students’ character. Besides Silih Asah, Silih Asih and Silih Asuh, another term was Aji Luhung, Aji Komara and Aji Wibawa. Aji Luhung was an attitude which required a person to be skillful but not to be arrogant. Aji Komara meant that people were having high value because they were knowledgeable. The last one was Aji Wibawa meant that people had their dignity from their knowledge. All of those philosophical terms were supposed to be implemented in daily attitudes. Besides the previous terms, in-ser- vice teacher was also introduced students to the conception of Sundanese philo- sopichal term Wawuh ka Gustina, Wawuh ka Dirina, Wawuh ka Alamna. This philoso- phical term meant to know their God, to know themselves, and to know their envi- ronment. People had to know their God in order to be a religious creature that devo- ted themselves to their God. People had to know themselves in order to develop their skills based on their own potential abi- lities, and to know environment in order for them to keep the environment well and wisely. The last Sundanese philosophical term which was usually implemented by the in-service teacher and was taught to students to build their positive character was Murangga Jati Sunda. It was the mea- ning of life from the perspective of the Sundanese. That term was given to stu- Diah Latifah, The Role of In-Service Teacher in Supervising Pre-Service Teachers 95 dents though the daily attitude approach. Those were the role of in-service teacher in the aspect of teaching soft skill based on a Sundanese cultural value which was con- siderably meaningful to pre-service teach- ers who underwent their teaching practi- cum program in Pasundan 8 Senior High School Bandung. CONCLUSION One of the functions of in-service teacher supervision is to strengthen the teaching competence of pre-service teach- ers in order to achieve the balance bet- ween hard skill and soft skill. Soft skill was taught by giving noble examples and introducing positive characters based on Sundanese culture by the in-service teach- er, whereas hard skill was usually given in line with the implementation of soft skill. Hard skill was given to the students by practicing music. The teaching methods which were implemented here were de- monstration and imitation by practicing Degung ensemble. This activity was also completed by teaching students the theory of music using the lecturing method as the introduction. Supervision was done by the in- service teacher by conducting several ac- tivities, such as: an initial introduction of the music classroom environment which was continued by having briefing related to the steps of creating lesson plans. 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